Presentation on theme: "Welcome! I’m Ms. Hamfeldt (“Ham-felt”)"— Presentation transcript:
1 Welcome! I’m Ms. Hamfeldt (“Ham-felt”) This is my third year at AK, and I’ve taught pretty much everything-English since I also…Am from Went to thisthis place: school:Am marrying this guy in April>>>>>>& will become the parent of this girl >>>Do things Love to listen to like: these guys:
2 Fall 2012 Ms. Hamfeldt Ms. Pendleton (Block 2) ENGLISH IIFall 2012Ms. HamfeldtMs. Pendleton (Block 2)
3 CATALYSTSEach day when you enter my class, you will begin working on your catalyst (warm up).Start by copying down today’s date and objective (on the left side of the board)Today you will write “8/27/12”And “Objective: Comprehend course goals, focus and procedures; get to know classmates; brainstorm outline for “This I Believe” essay”Then, write “Catalyst” and record the # on the slide.Today you will write “Catalyst #1”Then, read the questions on the slide and respond to them in your journal.When you are finished, record any new homework assignments, on the side board, in your agenda.
4 CATALYST #One of Steve Covey’s 7 Habits of Highly Effective People is “Begin with the end in mind.”To you, what does it mean to “begin with the end in mind”?Describe a time when you did begin with the end in mind. What was the result?ORDescribe a time when you did NOT begin with the end in mind. What was the result?Why might I be asking you this question? How does this apply to English class, or school in general?
5 So, what’s this class all about? You will use the course syllabus and items around the room to infer answers to a list of questions about this class.After you answer them on your own, you will pair up with a classmate to compare answers.Then, we will have a class discussion to review the answers and make sure that you are clear about what to expect in my class.
6 WRITE THIS DOWN! WWW.MSHAMFELDT.CMSWIKI. WIKISPACES.NET You will be using my website all of the time this semester, including to access my syllabus tonight.Please see me after class if accessing the internet is an issue for you.
7 CATALYST #What do you believe in? What are the rules, principles or ideas that you live by?What beliefs do you have in common with your family or friends?What beliefs do you NOT have in common with family or friends?Have your beliefs ever helped you to be successful in a situation? Explain.ORHave your beliefs ever caused you difficulty or conflict? Explain.
8 Important Info and Reminders The Book Fair will be taking place again this year at the Barnes and Noble in the Arboretum; bring your yellow sheet!To start off the semester, you will need to purchase all of the class materials listed in my parent letter/on my syllabus by ThursdayYou may get a composition or spiral notebook for warmups.You will also need:English II: English IV:The Alchemist Beowulf (will be provided)Mythology Sadlier Oxford Vocab Level GSadlier Oxford Vocab Level ESummer reading assignments are due Oct. 1st.Assignments are posted on my website and outside my door.
9 “This I Believe”In order to get to know one another, we have to define ourselves.In English class especially, it is so important that we feel able to share and strengthen our opinions and beliefs.We will start doing this by writing short personal narratives.These are based off of an ongoing NPR program called “This I Believe”We’ll start off by listening to some examples…
10 Peer InterviewsInterview your partner by asking him/her all of the questions on the interview sheet.Record your partner’s answers on a separate sheet of paper.Choose of the most interesting things that this person shared with you.Write a brief biography for this person, based on the information that you choose.Be sure to group related items togetherUse transitional words like “also, in addition, even though, however, then, in the past/future” to make your biography flowBe prepared to present this to the class!
11 CATALYST #Please have out your syllabus and pass up your parent contact sheet and personal info sheet!How would you define the word culture?List as many different components of culture as you can. In other words, list things that a group of people would need to have in order to have ‘culture.’What things define our culture here in Charlotte, NC, the South and/or the United States?How is our culture different from other cultures that you have learned about or been exposed to in some way?
12 Let’s generate a list about culture… Language Education/ value of educationFood Race/enthnic backgroundsMusic Economy/moneySports TechnologyEntertainmentClothesCustoms/traditionsReligion/beliefsHolidaysFamilyLaws. government
14 Culture Partner-workNow that we have looked at the iceberg of culture, we are going to think a bit more deeply about what culture consists of.You and a partner will receive one item from under the iceberg to define and provide examples of as they pertain to our culture here in the United States.On the back of the notecard that you are provided, you will write your definition and examples, to create our classroom culture iceberg.We will add to this throughout the semester as we study more cultures’ works and learn about their ways and customs.
15 Catalyst #We will be setting our class goals for the semester today.1- What do you want to improve upon this semester in terms of your reading and writing?2- What score will you strive for on tests and quizzes?3- What good habits do you want to continue or form this semester?4- What would be 3 good class goals for us this semester ( a goal canNOT be “to pass”)
16 7 Effective HabitsWhat does Steve Covey mean by the statement made for your habit.With your group, write a 3-sentence summary of what you read about the habit that you are assigned.Designate a reader, a writer and a speaker within your group.The reader should read the statement from Covey to the group and help the group to discuss.The writer should record what is decided as the summary.The speaker will present to the class.
17 Blk 4. Be proactive: be positive and try not to negative; don’t worry about what you cannot change Begin with the end in mind: plan ahead and make a personal mission that will lead you to happinessPut first things first: Managing time; value what you do and be motivated in what you choose to do; create prioritiesThink win-win: balance so that everyone wins; don’t focus on competition; use integrity and consider others; plenty for everyone is availableSynergize: Working in groups is better than individually; we discover more together and have more energy togetherSeek first to understand: listen before you provide your own insight; make sure you listen in order to move toward a solutionSharpen the saw: renew yourself physically, mentally, emotionally, and spiritually
18 BLK 2. Be proactive: Don’t blame others or circumstances, always focus on their circle of influence—what influences their actionsPut First things First: Organize and manage your priorities; not doing everything is okayThink Win-Win: You want to win and someone else wins too; need integrity, maturity and abundance of talentSeek first to understand, then to be understood: let the other person talk and listen to them first; this will let you get your point across in a better waySynergize: Can’t make progress by yourself, interacting allows you to gain insight and to grow b/c of differencesSharpen the Saw: Take care of yourself, live a balanced life; physical, spiritual, emotional, mental renewalBegin with the end in mind: know where to start, coming up with a way to accomplish a goal before doing anything
19 Class Goals How will we incorporate these habits into our semester? Let’s generate several class goals that will guide us for the semester.1- What average will we aim for on tests/quizzes?2- What will this average mean compared to other classes?3-What habits will we focus on for first quarter?4- How will we strive to become better readers and writers through all of this?Are our goals SMART? Are they specific, measure, attainable, relevant and time-oriented?
20 Nacirema Ethno- race or cultural group Ethnographer- write about races and cultural groupsEthnocentric- focused or centered on one cultureCultural norm- standard for behavior within a cultureRitual-repeated practice, usually with significance
21 Peer Presentation Bingo As each person presents, write down the most interesting thing about this person (hint: this will be what I ask about the person who is being presented)After we finish presentations, we will play bingo, and the winner will get one of the supplies needed for this class (journal, highlighter, or post-its) for free!
22 3-2-1 Exit Ticket On the note card that you were handed, write: 3 things that you’ve learned about English class this semester2 things that you learned about one of your classmates1 question that you still have about English this yearPrinted syllabus and returned parent contact sheet are both due tomorrow!Be sure to have all of your books and materials by Thursday!Make sure that you get a Personal Info Sheet and complete it by Wed. Aug 29th
23 CATALYST #5 8.31 Pass up your drafts of your TIB essays. Remember that today I will also be collecting your journals after the warm-up for a grade. All catalysts from this week should be inside! Your name must be on your journal!Where are you from?Have you always lived in Charlotte? What do you consider to be your hometown?What is your family dynamic? Who in your family do you feel has influenced you the most?Who are your closest friends? How have they influenced you?What organizations, groups, classes or experiences have you been a part of for many years?What items are valuable to you?
24 “Where I’m From” by George Ella Lyon I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the black porch. (Black, glistening it tasted like beets.) I am from the forsythia bush, the Dutch elm whose long gone limbs I remember as if they were my own.
25 I'm from fudge and eyeglasses, from Imogene and Alafair I'm from fudge and eyeglasses, from Imogene and Alafair. I'm from the know-it-alls and the pass-it-ons, from perk up and pipe down. I'm from He restoreth my soul with a cottonball lamb and ten verses I can say myself.
26 I'm from Artemus and Billie's Branch, fried corn and strong coffee I'm from Artemus and Billie's Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger the eye my father shut to keep his sight. Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments- snapped before I budded- leaf-fall from the family tree.
27 “Where I’m From” So, where are you from?? Use the following format to generate your first stanza of your own “Where I’m From” poem:I am from _____(nickname of place)_______,From__(description of place)_______( ___(more description or comment)_______)I am from ____(significant people)____,Who__(what person does/taught you)_________,As if ___(description of action)_______.
28 Stanza 2 I am from _____(object/item)_______, From__(description of object/item)_______( ___(more description or comment)_______)I am from ____(significant group/activity)____,That__(what group does/taught you)_________,And ___(description of group)_______.
29 CATALYST #Be sure to get your journal from the back table and read my comments. Journals will be collected again next Fri.How do you believe that the world began? How do you believe that people first came into being? Explain.When and where did you learn about this explanation for the origin of the world and its people?What is one other explanation for the beginning of the world that you have heard? What is this belief based around?
30 BINDER SECTIONS Revolution Tracking Handouts Class Notes Your syllabus should be placed at the very front of your binder!Revolution TrackingThis is where you will keep quizzes and tests that are returned to you.This is also where you will reflect on your test/quiz performance.HandoutsThis is where you will keep all handouts that you print or receive in class (except for writing/EOC Prep)(Put all of last week’s handouts here, except for TIB)Class NotesThis is where you will keep all notes that you take on looseleaf during class. (You need looseleaf behind this tab and should place all notes here.)Essays and Writing FeedbackThis is where you will keep information about essay writing.(Put all TIB materials here)EOC PreparationThis is where you will keep notes, drills and practice that we do in class to prepare for the EOC.
31 God/Goddess Assignment Tonight, read about the god or goddess that you are assigned.After reading about him/her, create a fact “card,” on a 4x6 note card or half sheet of paper, that includes the following:Name of god/goddessWho this god/goddess is related toWhat this god/goddess doesWho is/are this god/goddess’s friends and whyWho is/are this god/goddess’s enemies and whySymbol/item associated with this god/goddess
32 Gods/Goddesses Zeus – Bronson, Michael L Hera –Tally, Hannah Poseidon –Grady, Ryan MHades—Shawn, TimPallas Athena—Brian, EvanPhoebus Apollo—Colin, ChristianArtemis—Tori, TiaAphrodite—Brendan, NegarHermes—Elizabeth, LucasAres—Clark,Hephaestus—JessicaHestia—Desiree
34 Archetypes Gallery Walk Once you have gathered all of the notes on symbols and themes, return to your seat and complete the following.Get a copy of the creation story that you read yesterday.1- What setting archetypes did you notice in this story?Name at least 3 and explain why these are archetypes.2- What character archetypes did you notice in this story?3- What symbol or theme archetypes did you notice in this story?
35 Greek Creation Myth: Blk 4 Character Archetypes:Zeus: hero, b/c he saves his brothers and sisters, defies the villain TitansCronus: villain, eats his children out of greed for powerEarth mother: earth mother, caretakerPandora: the innocent- falls into a trap; “earth mother” of human faults and distractionsSetting Archetypes: Chaos/night: cave, unknown, loneliness; sea: danger, chaos; heaven and afterlifePerception of humanity: Pandora’s creation tells us that the Greeks thought people were curious and would give into temptation. Cronus’s destruction of his children tells us that the Greeks thought people were greedy and wanted power.
36 CATALYST #7 9.5 Have out your god/goddess card for me to check. Based on what you read and what we discussed yesterday for the Greek story “How the World and Mankind were created”, create a 3- column KWL chart: K | W | LK: KnowWhat do you know about this set of stories?W: Want to knowWhat questions do you still have about what happened in this set of stories?L: LearnedLeave this column blank until we discuss it later in class.
37 Gods and Goddesses Pairings: Zeus and Hera Poseidon and Hades Pallas Athena and Phoebus ApolloArtemis and AphroditeHermes and HephaestusAres and Hestia
38 Gods and Goddesses Pairings: Poseidon and Hera Zeus, Pallas Athena and HadesArtemis and Phoebus ApolloHermes and AphroditeHephaestus and Ares
39 Gods and Goddesses Pairings: Zeus and Ares Poseidon and Hestia Pallas Athena and HeraArtemis and HadesHermes and Phoebus ApolloHephaestus and Aphrodite
40 CATALYST #In The Alchemist, Santiago reflects on how his sheep react to their travels:“The problem is that they don’t even realize that they’re walking a new road every day. They don’t see that the fields are new and the seasons change. All they think about is food and drink.”1- How can the sheep be a metaphor for people in our society today?2- What would the road, field, seasons, food and drink translate to in our society today?3- Do you agree that most people act like ‘sheep’? Why or why not?
41 POP QUIZ!Answer the following questions on a separate sheet of paper that you can hand in:1- What does Santiago think is his purpose in life?2- Name 2 things that the old man Melchizedek tells Santiago.3- What does the boy in the old man’s story have to carry and why?4- Where does Santiago have to travel to find his treasure?5- What does Santiago carry with him after they are given to him?
42 Norse Creation Myth Characters: Villain: Surt, will destroy the earth Hero: Buri, strong, father of the gods; YmirEarth mother: Audhumbla, nourisherComplimentary pairs: fire and iceSettings:Cave: Gunningagap (emptiness)Sea: land of ice, chaos
43 Blk 2: Creation Myth Archetypes Characters:Earth mother: Gaia, creator and protector of the earthHero: Zeus, defeats the Titan CronusVillain: Cronus, wants power, destroys his childrenTrickster/ Unfaithful wife: Rhea, tricks Cronus into eating the stoneSettings:The Cave: emptiness, nothingnessThe Sea: chaos, turmoil
45 CATALYST #In The Alchemist, the old man tells Santiago that everyone believes the world’s greatest lie:“It’s this: that at a certain point in our lives, we lose control of what’s happening to us, and our lives become controlled by fate. That’s the world’s greatest lie.”1- How do people ‘lose control’ of what is happening to them?2- What kinds of events make people believe their life is controlled by fate?3- Do you agree with the old man that this idea is a lie? Do you agree that most people come to believe this “lie”? Why or why not?
46 Gods/Goddesses Zeus – Bronson, Michael L Hera –Tally, Hannah Poseidon –Grady, Ryan MHades—Shawn, TimPallas Athena—Brian, EvanPhoebus Apollo—Colin, ChristianArtemis—Tori, TiaAphrodite—Brendan, NegarHermes—Elizabeth, LucasAres—Clark,Hephaestus—JessicaHestia—Desiree
48 Creation Myths Read the creation myth that you are assigned. As you read, pay attention for any archetypes that you encounter as you read.Write the title of the myth that you have read in your notes.List at least two character archetypes and one setting archetype that you found in your myth.
49 Creation Myth Venn Diagrams As you discuss the myth that you read with your partner, begin to compare and contrast what happened in each story that you read.Create a Venn diagram on the paper that you are provided for your two myths:Include at least 4 events that occurred in each mythInclude at least 5 archetypes somewhere on your diagramInclude at least 3 quotes to prove what you write about each story.
50 CATALYST #Answer these review questions in your journal before the quiz:What is the significance of fire? Of ice?What type of character is an anti-hero?What would it mean if a story was set in a garden?What is the significance of the number 3?What is the significance of the presence of complimentary pairs in literature?Use the remaining time to silently review the rest of the archetypes before your quiz!
51 Writing a Thesis Statement Make this thesis statement stronger:Ardrey Kell is a good high school.
52 A STRONG thesis statement IS: Notes on ThesesA thesis : a ___statement____ that declares the __major__ points you will discuss in your paperA STRONG thesis statement IS:clear and __to the point_____appears at the __END__ of the 1st paragraphit is a ___map__ for your readerincludes the ___three____ main points of the essay
53 A STRONG thesis statement is NOT: in __opinion form__ (“I believe”, “I think”)__vague___ – (“it seems” “it may be”)
54 CATALYST #Use the next few minutes to refresh yourself on the stories of the four heroes that you read about the last two nights.In your journal, summarize the stories of each of the four heroes.Your summary for each hero story should contain:Who (hero and other main characters)What (major events)Where/When (where everything took place)Why (why conflict occurred)How (how the hero overcame conflict)
55 The Hero’s JourneyFor the stage of the hero’s journey that you are assigned, read through the slide carefully.Summarize what happens to the hero in this part of his or her journey in 2 sentences.Have an example ready to share of what this stage looks like (this can come from the example on the slide or one of your own)Know where your step is in the cycle and be ready to stand in that part of a circle with your classmates to provide them with knowledge of this part of the hero cycle.Bring your hero journey chart with you as well into the circle.
56 Hero Cycle TracingChoose one of the heroes that you read about that you feel best meets the qualifications of a hero, based on the notes we took on the hero’s journey.Trace the hero’s journey as best as you can for this hero, (bearing in mind that a hero may not go through every part of the cycle).In each box that you fill in, write the page # of a quote that will support that the hero completed this step of the hero cycle.
58 Discussion GroupsIn your assigned groups, the person whose name is underlined will be the discussion leader.This person should share what he or she wrote about the hero he or she chose and what steps of the hero’s journey this hero fulfilled.Everyone else in the group should then take a turn sharing what he or she wrote.Then, as a group, discuss which of the heroes best fit the hero’s journey.Try to trace this hero going through as many steps of the hero’s journey as possible.
59 Writing an Argumentative Thesis Write a thesis that proves why the hero you wrote about is the best hero.Frame your thesis with:“______________ best meets the qualifications of a hero because _____________, ____________, and ___________________”Use the steps of the hero’s journey to help write your thesis.Include three reasons in your thesis.Then, write one quote that you would use to support each reason (3 quotes total) using proper citation format
60 Citing from the Text Put quotations marks around the quote. Put the author’s last name and the page number on which you found the quote in parentheses: (Hamilton 30)The period for your sentence will go after the parentheses, even if you include a direct quote. See the example below."The famous Chicago lawyer Clarence Darrow defended Scopes at the trial" (Divine )."The famous Chicago lawyer…at the trial" (Divine 283).
61 Citing from the TextIf the author's name is mentioned in the sentence, as a statement by authority, use only the page number in parentheses:Ex. According to Delia Ray, author of Behind The Blue and Gray: A Soldier's Life in The Civil War, 35,000 Union troops were crammed into the city of Manassas waiting for the trumpet signaling them to move forward (3).
62 Supporting your Argument After you generate a thesis statement, you must support each part of your argument in paragraph form.Use a format like the following:Topic Sentence: Ms. Hamfeldt is the next Artemis because of her love for others, especially the youth.Support 1: Artemis, like Ms. Hamfeldt, makes loving all creatures a priority.Evidence 1: In fact, Ms. Hamfeldt loves animals so much she has a classroom fish, while Artemis is said to “stir with love for all creation” (Hamilton 31).Support 2: Ms. Hamfeldt and Artemis also share a common passion for helping young people.Evidence 2: Ms. Hamfeldt has taught students all over Charlotte, and Artemis was considered “protectoress of the dewy youth everywhere” (Hamilton 31).Concluding Sentence: Ms. Hamfeldt should be the next Artemis because she could continue Artemis’ tradition as caretaker of human and animal kind.
63 Blk 2: CATALYST #Look back again at the four stories of heroes:Perseus, Theseus, Hercules, and Atalanta1- Which hero story did you find the most interesting or fascinating?2-List 2 events from this story you found to be especially interesting.3- Explain why you enjoyed reading about these two events in the hero’s story.4- Do you think this hero story fits the hero’s journey?5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.
64 Blk 4: CATALYST #Have out your god/goddess paragraph for me to check.Look back at the adventure stories that you read for class today.1- Which two stories did you find the most interesting or fascinating?2-List 2 particular events from each story you found to be especially interesting.3- Explain why you enjoyed reading about these events in each of these stories.4- Did either of these stories fit any of the hero’s journey?5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.
65 Blk 2: CATALYST #Look back at the adventure stories that you read for class yesterday. Reminder: Journals will be collected tomorrow!1- Which two stories did you find the most interesting or fascinating?2-List 2 particular events from each story you found to be especially interesting.3- Explain why you enjoyed reading about these events in each of these stories.4- Did either of these stories fit any of the hero’s journey?5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.
66 Blk 4: CATALYST #13/ Journal #2 Reminder: Journals will be collected tomorrow!Based on what you’ve just heard about all of the adventure stories, what are the common themes that you notice in these stories?What do these messages tell you about the Greek people and their beliefs?What do you make of the father-son dynamic in these stories?Do we have the same beliefs today in our culture? What ‘adventures’ have you heard of that teach these lessons or other lessons?
67 Phaethon Story Summary: Phaethon seeks out Clymene, the sun chariot driver, to see if he is his son.Clymene confirms this and says that Phaethon can have anything he wants.Phaethon asks to take Clymene’s place for a day.Clymene warns him this is a terrible idea.Phaethon asks for this anyway and starts to drive the chariot.He winds up being burned alive on the chariot and dies falling into the river.
68 Phaethon Examining Archetypes The wise old man represents wisdom and guidance.Clymene tries to provide his wisdom to Phaethon who ignores it.The archetypal sun represents awareness.Getting too close to the sun makes the characters AWARE of their mortality.The sea and rivers represent chaosPhaethon dies in a chaotic event.
69 Phaethon Hero’s Journey Call to Adventure: Phaethon accepts his mother’s challenge to seek out his father.Apotheosis: Phaethon reaches a point where he realizes he must give up; this ends his hero’s journey
70 PhaethonThemeThe message of this story is don’t bite off more than you can chew.Phaethon wanted more power than he was capable of handling and died as a result.
71 Four Great AdventuresIn your group, divide up the tasks so that one person is responsible for answering each question.Make sure that you provide quotes from the text in the last column to prove what you say in the middle column.When I call time, you will share what you each wrote within your group and make sure that everyone is in agreement.Then, your group will be responsible for sharing your findings with the class.
72 God/ Goddess for a Day Presenters As each person presents his or her paragraph, keep track of who wants to be who.Record the best point from each person’s argumentOnce everyone has presented, circle your vote for each god or goddess.Winners will be revealed tomorrow!ZeusHeraPoseidonHadesAthenaApolloArtemisAphroditeHermesAresDemeterDionysus
73 CATALYST #Feedback Friday! On Fridays, when you turn in your journals, I will usually ask you for feedback on how class is going so far.Answer the following questions:What have you enjoyed in this class so far? Do you prefer individual, group or full class activities that we’ve done?Was has been difficult or frustrating in this class? Are you confused about anything we are learning?How have you been doing with the reading? Are you able to understand the reading? Why or why not?Has this course challenged you academically so far? In what ways?Do you have any suggestions for how we could make class better?
74 Alchemist Pop Quiz1- What does Santiago convince the crystal merchant to do?A- Sell his shop and go on a journey with himB- Use new crystal bowls to attract more businessC- Move his shop near the river where people gatherD- Sell tea in his crystal glasses at the hilltop2- What is the Englishman in search of?A- Crystal treasureB- A shepherd to care for his sheepC-An alchemistD-Someone who speaks his language3-What does the crystal merchant want to do, but never has?A- Travel to MeccaB-Expand his shopC-Have a familyD-See the Pyramids
75 Quiz CorrectionsI am giving you a rare opportunity to earn back points on your archetypes quiz! We cannot really move forward with class unless I know that you know these archetypes!STEP 1: On a sheet of paper that can be turned in, complete the following:1- Why do you believe that you got the score that you did on this quiz?2- What will you do for the next quiz to improve your score?3- How can you better use Ms. Hamfeldt and/or classmates as a resource to prepare for tests and quizzes?
76 Quiz Corrections STEP 2: Working with a neighbor –only if necessary!– record each question that you got wrong.Write out the term and then beside it write the correct definition.After the definition record one example of this archetype from a story that you have read or movie that you have seen.You will get back half-credit for each correction that you make! (Consider this a gift!)
77 Greatest Hero Debate Perseus A: Myles and Giovanni Theseus A: Rachel and JasperHercules A: Ashley and JackieAtalanta A: Sydney and AnnaPerseus B: Micheyla, Abby, MarionTheseus B: Joey, BJ, MattHercules B: Nicole, Jack, LizAtalanta B: Jaheed, Harrison, Samantha
78 Hero Debate Goals for Today: By the end of this period, you should have the following completed:1- Thesis statement for your hero2- One supporting body paragraph that contains at least two pieces of text evidence from the book, with proper citations.3- Two ideas that you will plan to use in your counterargument.
79 CATALYST #15 9.18 Please be mindful of responding to all questions! Has anyone ever stolen something from you? Or, do you know someone who has had something stolen from them?How did this make you/the person you know feel?What did you/this person do in reaction to this event?Did this change your/this person’s attitude? In what ways?Think back to what your life was like 10 years ago…Describe what a regular day in your life was like 10 years (as best as you can remember/guess.)Would you say that your life was entirely different then than it is now? Why or why not?
80 Vocab Unit 1We will practice saying all words in this unit aloud so that you know how to pronounce them.After I read the word, I will ask you to repeat it after me.Be ready!After we read all the words, select one word.In your journal, illustrate this word in some way.DON’T WRITE THE WORD ON YOUR PAPER!In a minute, you will trade your journal with a partner and see if they can figure out which word you illustrated.
81 Greek Mythology Terms Monotheism is the belief in ONE god. Mono means oneTheism means belief in godThis is what the Judeo-Christian and Muslim beliefs follow.Polytheism is the belief in MANY gods.Poly means manyThis is what the Greeks and Romans believe.Hubris is the Greek word for “excessive pride”.In each of the adventure stories that we read, at least one character exhibited excessive pride.This led to the character’s destruction every time.
82 Arguments and Counterarguments STEP 1: Create a thesis defending your hero.STEP 2: Create a list of quotes you will use to support your thesis. Be sure to include page numbers!STEP 3: COUNTERARGUMENT: A statement that dismisses the argument of the opposition.For example: If you were arguing AGAINST Hercules, your counterargument would explain why Hercules is NOT a hero.
83 CATALYST #Have out your ‘Choosing the Right Word’ homework for me to check.1- From the Unit 1 vocabulary words, select 3. In your journal, use each word in one sentence each. Your sentence should show the meaning of the word.2- To you, what does it mean to be immature? What actions would describe someone that you believe to be immature?3- Record any questions that you have about the greatest hero debates.
84 The Trojan WarFold a page in half in your notes to make a two-column chartLabel one column: The GreeksLabel the other column: The TrojansAs we discuss the Trojan War, keep track of the key events by charting what happens to the Trojans vs. the GreeksConsider: What does this war tell us about each group of people? What does it tell us about the gods/goddesses?(Think back to what we discussed with the adventure stories)
87 CATALYST #17 9.20 Have out your Synonyms and Antonyms for me to check. 1- From the Unit 1 vocabulary words, select 3 different words from those you selected yesterday. In your journal, use each word in one sentence each. Your sentence should show the meaning of the word.2- In The Alchemist, Santiago tells himself, “Don’t be impatient … Eat when it’s time to eat. And move along when it’s time to move along.”How do you interpret this quote?Is it hard to be patient in certain situations? Describe a time when it was hard for you or someone you know to be patient.Do you agree with Santiago that should “eat when it’s time to eat”? Why or why not?
88 CATALYST #Have out your Completing the Sentences for me to check.1-Choose 3 more of your vocabulary words to use in a sentence each. (Remember: quiz on Monday!)2- What sort of actions or behaviors do you consider to be disrespectful?3- Write about a specific time when someone you know did something very disrespectful and had to suffer a consequence as a result.What did he or she do? Why was it so disrespectful?What consequence did this person have for their actions?Did this consequence change that person’s actions in the future? Why or why not?
89 Journal #2How has Achilles changed from before to after his battle with Hector?What caused these changes?
90 Hero Debate Work time Today you are responsible for having: A thesis with three supporting points FROM THE HERO’S JOURNEYFor example: ____________ best meets the qualifications of a hero because he endures a road of trials, achieves his ultimate boon and returns triumphant with the elixir from his journey.Two supporting body paragraph completed (follow sample body paragraph format on your handout)Three potential counterarguments to make against your opponent (again—use the hero’s journey!)
91 Hero Debate PrepSpend the next few minutes finalizing your hero debate with your teammates.Be sure that you have included quotes in every paragraph and that you have converted them to ‘speech’ form. (According to _________ )Be sure that you know who will say what: who will deliver what parts of your case, who will asks questions, who will write rebuttals, etc.Be sure that you bring all of your materials, including the handouts on my website!!, for class tomorrow!
92 Citing Quotes for a Speech According to Hamilton, Artemis is said to “stir with love for all creation.”On page 31 of Mythology, Artemis is said to “stir with love for all creation.”
93 CATALYST #19 9.24 Write VOCAB BINGO in your journal Fill out your bingo board by:Recording each word from Unit 1 on your bingo card ONCEYou will have four boxes remaining; re-use four wordsDON’T stack words (For example, don’t put ‘pliable’ twice in the same column)
94 Greek Tragedy: Antigone In your textbook, turn to pRead the notes on the origin of Greek drama, theater and tragedy.Create target notes in your binder:In the center, record: GREEK DRAMAIn the middle circle, record the categories (1- Religious Origin, 2- The Theater, 3- Actors and Chorus, 4-Tragedy and the Tragic Hero, 5- Mythological Sources and 6-Greek Deities) from the text and a basic definitionIn the outermost circle, define the terms related to each category.
95 CATALYST #Describe a person who is extremely important to you in your daily life.Why is this person important?What is this person like? What do you love (or maybe dislike sometimes) about this person?What reminds you of this person? What do you associate with him/her?Then, check your answers to the grammar diagnostic:1-C A B A2-C B B A3- A A A A4- A C B A5- B A A A
96 CATALYST #Yesterday, in your warmup, I asked you to write about a person who is very important to you in your everyday life.Now, consider:1- What have you done for this person to show them how much you appreciate them? Or, what could you do?2- Would you be willing to give your life for this person? Why or why not?3-Would you be willing to compromise your morals for this person? For example, steal or lie for them? Why or why not? (In other words, are your morals or this person more important to you?)4- Grammar review: Identify five nouns that appear on this slide.
97 Expert GroupsYou will receive a piece of information about either tragic heroes or Greek tragedy.Read over your material carefully, underlining important points and paraphrasing what you read in your notes.In a moment, you will form a group with the other people who read about the same topic.On your chart, record:The ‘gist’ or main idea of your topic in the middle circleThe ‘details’ or specifics about your topic in the outermost circle
99 Expert GroupsNow, you will join together with the people who have the same letter on their slide as you do(For example: All A’s will get together)You will share your information with the group.The other group members will share their information as well, and you will take notes on what they share on your handout.You should have complete notes by the time you are done.
100 CATALYST #1- To you, what is justice? In other words, what is fair and right and good?2- Now, create a list of reminders that would ensure that people treat others justly.3- Describe a time when you were NOT treated justly.How did you feel at this time?What was the final result?4- Identify 3 nouns and 2 pronouns in this warm up.Review your reading when you are done!
101 Antigone Pop Quiz1- When the Sentry first speaks to Creon, what does he tell him?A- He has arrested a man that they suspect buried Antigone’s brotherB- He is too scared to tell Creon that he found the brother’s body buriedC- He found the body completely buried with all funeral rituals performedD- He found some dust thrown over the body as if someone tried to bury him2- In Scene 2, when Antigone is brought before Creon, what does she do?A- Deny that she had anything to do with the burialB- Attacks Creon’s guards in an attempt to escapeC-Openly admits to performing the burialD-Cries and begs for her sister to be brought to her side3-In Scene 3, how does Haemon react to his father’s decision to kill Antigone?A- He sides with his father out of fearB- He tells his father that he is wrong for his decisionC- He refuses to talk with his father about the decisionD- He sides with his father because he is a loyal son
102 CATALYST #Feedback Friday! On Fridays, when you turn in your journals, I will usually ask you for feedback on how class is going so far.Answer the following questions:1- What have you enjoyed in this class in the last two weeks?2- How prepared do you feel for the upcoming test on a scale of 1- 10? Explain your answer.3- What has been difficult or frustrating in this class? Are you confused about anything we are learning?4- How have you been doing with the reading? Are you able to understand the reading? Why or why not?5-Has this course challenged you academically so far? In what ways?6-Do you have any suggestions for how we could make class better?
103 Progress Report Reflection As you receive your progress report, answer the following questions in your journal:1- What is your current average on quizzes?2- What is your current average on assignments?3- Are there any assignments that you are missing?4- Do you believe your grade reflects your ability in this class? Are you meeting the goal that you set for yourself?5- What are 2 next steps that you will take to either improve your grade or maintain it?
104 Antigone ChartsWhat happens in this part of the play? Which characters develop?Who is the Tragic Hero and why?Which characters demonstrate Hubris? How?Which is prevailing? Justice vs. InjusticeWhich is prevailing? Tyranny vs. democracyExamples/ Explanations, with lines from the play to supportScene 4
105 Journal #4Part I: Which character do you think is exhibiting more hubris: Antigone or Creon? Explain your answer using at least 2 specific examples of each character’s actions.Part II: Is it worse that Creon is acting like a tyrant toward other people, that he is not being loyal to his family members, or that he is disobeying the justice of the gods? Which action do you think deserves a greater punishment? Explain your answer with at least 2 specific reasons.
106 Hero DebatesEach team will present their thesis and their BEST one body paragraph.Choose a spokesperson to read these to the class.At the end of class, you will turn in your thesis, three body paragraphs and counterargument.
107 “CATALYST”Take out the skinny blue grammar textbooks that are under your desk.Turn to p. 31, Activity AAs the directions read, correctly identify the parts of speech that are italicized in the sentence.Read the choices that are given in the directions first.Refreshers:Conjunctions are words used to combine ideasInterjections are words that express emotion
108 Antigone ChartingWith a partner, continue completing your chart for Scene 2.Be sure to include at least 1 quote per scene to support what you write on your chart.
109 CATALYST #24 10.2 Let’s start reviewing for Friday’s test! Look back at your notes on Archetypes and the Hero’s journey.What is the significance of the color red?What is the significance of a setting in the garden?What type of character is an anti-hero?What is the significance of the sun?What happens during a hero’s apotheosis?What does it mean if a hero has freedom to live?Be sure that you are downloading and using the study guide from my website! Please come see me today or Thursday for help!
110 Key Passages from Antigone Scene 3 (p. 1088):Lines 20-36Lines 57-74Scene 4:Lines 33-53Lines 58-70Scene 5:Lines 25-47Lines 70-83Lines 134-end
111 CATALYST #25 10.3 Let’s continue reviewing for Friday’s test… Answer the following questions, based on your notes:What is an archetype?What is polytheism?What was the cause of the Trojan War?Based on the aftermath of his battle with Hector, what type of character is Achilles? Explain why.5. Imagine that you are King Priam. At the end of the Trojan War, how would you be feeling? Explain why.
112 From ‘The Antigone’Overcome -- O bitter sweetness, Inhabitant of the soft cheek of a girl -- The rich man and his affairs, The fat flocks and the fields' fatness, Mariners, rough harvesters; Overcome Gods upon Parnassus; Overcome the Empyrean; hurl Heaven and Earth out of their places, That in the Same calamity Brother and brother, friend and friend, Family and family, City and city may contend, By that great glory driven wild. Pray I will and sing I must, And yet I weep -- Oedipus' child Descends into the loveless dust.
113 CATALYST #26 10.4 Have out your grammar review sheet for me to check. Last items to review before the test…How does Antigone’s attitude change from when she is first brought before Creon to when she is sentenced to her living tomb?How does Creon change by the end of the play?What is an allusion?What is an apostrophe (not the punctuation mark!)?When you encounter a reading passage on a test, what test- taking strategies do you use?
114 Key Literary Device Terms Parallelism: Use of the same structure in sentences or phrases"When you are right you cannot be too radical;when you are wrong, you cannot be too conservative." – MLK, Jr.Allusion: When one piece of literature references another piece of a literatureApostrophe: Addressing an object or idea as if it were a person, to show the importance of the object or ideaPersonification: Giving an object or idea human-like qualities to make it easier to understand
115 Explicating Poetry 1- Examine the situation in the poem Who is the speaker? Who is the audience? Is it being written with regard to a certain event?2- Examine the structure in the poemIs it chronological? Cause and effect? Question and answer?3- Examine the language in the poemWhat poetic devices are used? Are words or phrases repeated?4- Examine the musical devices in the poemDoes alliteration, consonance or rhyme add any effects?5- Write about your conclusions!What does this poem convey and how does it do so?
116 “From ‘The Antigone’”Read the poem again, annotating anything else that you find to be interesting or significant.Then, walk through the rest of the poetry explication steps by answering the questions on the back of the poem.
117 Socratic Seminar Questioning In a Socratic seminar, you as students hold a discussion around the themes and issues presented in a text that we have read together.For this seminar, you will focus on the themes/ideas of1- tragic heroes, 2- hubris, 3- justice and 4- tyranny vs. democracy as seen in Antigone.Using the question stems that you are provided, write 2 seminar-style questions.These questions will determine your entry into the seminar.Each question should address a different theme/idea in Antigone.
118 FOR TOMORROW… Make sure you have a pencil with you! Be sure that you review everything on the study guide…Hero’s JourneyArchetypesGrammar: Parts of Speech and parts of a sentenceMythology: Hero and adventure storiesMythology: Trojan WarAntigone: Study your chart!“From ‘The Antigone’” poem analysis and poetic devicesMythology terms: monotheism, polytheism, hubris
119 Test Procedures You will need one sheet of paper and a pencil. On your test, code the following TEST ID:BLOCK 2:BLOCK 4:Write your name and code your student ID as well.Once you finish the test…Turn in your Scantron and your test to the appropriate piles at the front of my room.In the GREEN (senior-level) textbook, turn to p. 482 and read the three passages that appear on pThen, on a separate sheet of paper, answer questions #1-8 on p. 487These passages connect to some of what we will be reading in Unit 2.
120 Grade ReflectionsAs you get back your vocabulary quiz, take out your bright green/yellow tracking sheet and graph your grade. Label it “Vocab Quiz 1”. In your journal, answer the following:1- Why do you believe that you got the score that you did on this quiz?2- What will you do for the next quiz to improve or maintain your score? What resources can you use in the future to prepare for tests and quizzes?3- Compare your score on this quiz to your score on the first quiz. What do you think made the difference in your score?
121 CATALYST #After reading The Alchemist, do you believe in the idea of having a Personal Legend? Why or why not?At the end of the novel, Santiago asks for a lot of help from the wind. What could the ‘wind’ be in our lives today? In other words, what things might we need to help us in achieving our personal legends?Why do you think Santiago gets beaten so close to the end of the novel, when he is finally about to achieve his goal?At the end of the novel, Santiago realizes that he must go back home to resume his life as a shepherd. How does this lead him to the completion of his hero’s journey?Did you enjoy reading The Alchemist? Why or why not?
122 Vocab Unit 2Read over the words that you will be responsible for in Unit 2.Write each word on the line of the sample sentence that you are provided.Take notes on the pronunciation of each word as we go over them.After we go over all of the words, choose 3 words and, like we did last time, illustrate them in some way in your journal.Don’t write the word itself, so that someone else can guess the word!!
123 The Alchemist Listen for the assignment that you are given. Consider what you read in The Alchemist.Identify 5 archetypes you found in the story.Provide a quote for each one.ASSIGNMENT 2:Identify 5 aspects of the hero cycle that you have found in Santiago’s journey.
124 The Alchemist Short Project You will write a 2-3 page paper on The Alchemist.Your paper must include quotes that are cited and a Works Cited Page. Use your copy of The Alchemist as your source, and use for your Works Cited page.You will choose from one of the following assignments:Choice 1: Trace the use of archetypes in The AlchemistYou must include at least 6 archetypes in your paper.Choice 2: Trace Santiago’s completion of the hero’s journey in The Alchemist.You must include at least 6 steps that he completed on his journey.
125 Creating an Outline Intro: Attention grabberBrief explanation of the story of The AlchemistConnect to archetypes/hero’s journeyThesis statementBody 1: Discuss first two steps of hero’s journey OR two archetypes that are connected, using our paragraph structureInclude at least 1 quote per step or archetype (2 quotes per paragraph)Body 2 Discuss next two steps of hero’s journey OR two archetypes that are connected, using our paragraph structureBody 3: Discuss final two steps of hero’s journey OR two archetypes that are connected, using our paragraph structureConclusion: Re-cap main points and re-state thesis
126 CATALYST #Have out your Choosing the Right Word for me to check.Write about a time when you made a mistake. How did you feel at the time? Did your mistake affect anyone else and how? What happened after you made this mistake? Do you now act any differently based on your mistake?In your opinion, why do we make mistakes? Why do we, as humans, have to make mistakes (other than just ‘to learn something’)? What does this mean about who we are and how we view ourselves? From where do we get our sense of right and wrong?Choose 3 of your vocabulary words from this unit and illustrate their meaning in some way in your journal.Don’t write the word beside them! Someone else will be guessing their meaning in just a moment!
127 Genesis 1-3 POP QUIZ What does God do on the sixth day in Genesis 1? He tells the man and woman that he will leave them aloneHe gives the man and woman power over all of the plants and beastsHe tells the man and woman that they must obey his every wordHe tells the man and woman to build themselves a shelterWhat does God tell the man in Genesis 2?He is free to do whatever he wants with no limitationsHe alone must take care of the worldHe can eat from every tree except for oneHe must work hard if he wants to stay in the gardenWhat punishment does God give the man/woman in Genesis 3?The woman will suffer great pain in childbirthThe man will have to eat dirt and dust for the rest of his lifeThe man will have to listen to the serpent from now onThe man and woman must never see each other again
128 Chart the differences you find between the two accounts of creation as described in the Hebrew writing.Genesis 1-2:4Genesis 2:4b-3:24
129 NO Catalyst todayTake out your vocabulary book to go over last night’s homework
130 The Hebrew BibleThe Jewish people have often been called the “people of the book.”The “book” is the Hebrew Bible, which tells the history of the Hebrews and presents the basic laws and teachings of the Jewish faith.The contents existed first as oral tradition. Then, from approximately 1000 to 100 B.C., the various parts were recorded in Hebrew and Aramaic and assembled. Aramaic replaced Hebrew around 400 B.C.In the Hebrew Bible, God, or Yahweh, tests human beings, who must suffer the consequences of their actions when they fail to obey him.But they may also experience the mercy of God and the eternal promise of spiritual renewal.
131 What is Genesis? The Greek word genesis means “coming into being.” The Book of Genesis is the first book of the Torah; it reflects the Hebrews’ beliefs about the origins of the world and contains the core teachings of the Jewish faith.Most scholars today believe that Genesis is a combination of narratives by different writers collected over several hundred years.This may explain why Genesis contains two accounts of creation. Taken together, the two creation accounts give us a fuller picture of the Hebrews’ concept of God.
132 Literary DevicesRepetition is the recurrence of words, phrases, or even entire sentences or passages.Parallelism is the recurrence of phrases or word groups with the same structure. Ex: I have a dream… I have a dream…Both of these devices can create rhythm and build suspense and dramatic intensity in a work of literature. It can also help emphasize important words and ideas.
133 GENDERWhat is gender?One definition states: Gender is a range of characteristics used to distinguish between males and females, particularly in the cases of the masculine and feminine attributes assigned to them
134 CATALYST #29 10.11 Have out your vocabulary homework for me to check. Use 3 of your vocabulary words in a sentence each. Make sure that your sentence shows the meaning of the word clearly and uses the word as the correct part of speech.Then, choose 3 more words and, like you did earlier this week, illustrate these words in some way.Be ready to share!Remember that your quiz is tomorrow!
135 Creation and Fall Questions FIRST, spend time preparing for your discussion by answering the questions in your set.SET 1: Desiree, Hannah, Ryan, TimSET 1: Grady, Evan, ColinSET 2: Michael, Bryan, Negar, JessicaSET 2: Brendan, Lucas, BronsonSET 3: Elizabeth, Shawn, TiaSET 3: Christian, Tori, Tally, Clark
136 Conclusions about Creation and Fall Look back at the questions that you answered and discussed with your group: what conclusion can you draw about the people who wrote these chapters, based on your responses to the questions you were asked?Record 2 final conclusions that start with the following:Based on Genesis Chapters 1 through 3, the authors of this Hebrew text believed/thought … _________________________________________.
137 I will not be here tomorrow… You will still have your vocabulary quiz.You will NOT turn in your journals—they will be turned in NEXT Friday instead.Be sure that, on Monday, you are ready to discuss all of the flood readings, including the new one that is posted on my website.Make sure that you have Kite Runner with you tomorrow!
138 CATALYST #Considering all of the flood stories that you have read, which one did you find most interesting or entertaining to read? Why?Do you believe that a flood like this could have actually happened? Why or why not?Preview your vocabulary words for Unit 3. Select 4 words and incorporate them into your own mini short story about a flood.
139 Subject Verb Agreement The grammar that we covered in Unit 1, along with subject- verb agreement, will be on your midterm.Follow along with the notes that I provide in class and make sure you are full participating in the practice!
140 Subject-Verb Agreement A verb should agree in number with its subject!Singular subjects take singular verbs.Example: He washes the dishes. (He is a singular subject so washes agrees.)Plural subjects take plural verbs.Example: They wash the dishes. (They is a plural subject, so wash agrees.)Apply the rule of one ‘S’EITHER the subject OR the verb will have an ‘S’
141 Finding the Correct Subject The number of the subject usually is not determined by a word in a prepositional phrase or clause following the subject.Example: The apartments across the street do not have balconies.Do have agrees with apartments, not street.)
142 PRACTICE! Choose the verb in parentheses that agrees with the subject. These pictures (show, shows) how noodles are prepared.First, the noodle maker (roll, rolls) out the dough as thin as possible.Then, the cook (slice, slices) the folded layers.Next, the strands of noodles (is, are) separated and dusted with flour to prevent sticking.After the noodles have dried a little, they (go, goes) into boiling water or broth to cook.
143 Tata and Nena; Deucalion Read (or re-read) these flood stories.Start to consider how the people who wrote these stories compare and contrast to the author of Noah and the Flood
145 CATALYST #31 10.16 Have out your vocab homework for me to check. 1. Choose two of your vocab words and illustrate them in some way.Look back at the article that you read last night on “Evidence Found of Flood”…2. What do you think is the author’s purpose in this nonfiction article?3. Despite any faith-based beliefs, what evidence does Tim Randford present that offers either support for or against a “punishment” flood?4. Is there any evidence of this article supporting a bias one way or another? Why or why not?
146 Flood Stories Pop QuizIn the story of Deucalion, how is the earth re-populated?Mother Earth sprouts children from the flood watersZeus has children with Pyrrha, Deucalion’s wifePrometheus disobeys Zeus and creates more peopleThe rocks thrown away by Deucalion become people2. In the story of “Noah and the Flood,” how does Noah find out that the flood waters are subsiding?a. A dove brings him an olive branch.b. A raven that flies from the ark never returns.c. The animals on the ark begin to claw at the door.d. God opens the door of the ark.3. In the story of “Tata and Nena”, what punishment are they given for eating the fish?a. They starve to death.b. They are transformed into dogs.c. They cannot have children.d. They must endure another flood.
147 A negative construction following the subject does not change the number of the subject Carl, not Juan and I, (is doing, are doing) the artworkSingular subject: CarlSingular Verb: is doingBurt, not Anne and Laura, (has, have) borrowed the bicycle pump.Singular subject: BurtSingular Verb: has
148 Identify the subject and choose the correct verb. A dish of cooked noodles mixed with sauce, broth, fish, or vegetables (makes, make) a popular lunch.MAKESNoodle shops all over Japan (serves, serve) a variety of noodle dishes.SERVEThese shops, known for a quick bite, often (resemble, resembles) fast-food restaurants in the United States.RESEMBLE
149 Flood Tale AnalysisFor each of the tales compare and contrast the following (make sure your thoughts are easily identifiable, coloring, numbers, shapes, etc):RepetitionRoles of women and menCause and effects of the floodHow the culture impacted the causes and effects of the flood.How the reasoning for the floods can help us to identify cultural values and a perception of Man/Woman
150 Shortened Agenda for 10/17 Review synonyms and antonyms SVA practice sentencesQuestions regarding Alchemist paperDiscuss informational article on floodWatch documentary tsunami clipJournal entry (if time)
151 Identify the subject and choose the correct verb. A heaping basket of turnip greens (was, were) sitting on the counter.Subject : basketVerb: WasThe cost of two new snow tires, not necessary but helpful, (was, were) more than I had expected.Subject: costVerb: wasThe community college course on collecting stamps always (attracts, attract) many people.Subject: courseVerb: attracts
152 CATALYST #Answer the following questions based on the Tsunami video:What were people doing just before and/or when the tsunami struck? Name at least 3 different activities shown on the video.Do any of the people seen in the video seem to be ‘deserving’ of a punishment flood? Why or why not?Did anyone featured on the video expect there to be a tsunami or some kind of disaster? Why or why not? Be specific!What kind of destruction did the tsunami cause?Based on the people featured in the video, what was it like to witness the tsunami as it happened?What connections can you make between this video and what we have been reading about floods?
153 Tsunami: Caught on Camera What do you think is the filmmaker’s purpose in this nonfiction video?Despite any faith-based beliefs, what evidence does this video present that offers either support for or against a “punishment” flood?Is there any evidence of this video supporting a bias one way or another? Why or why not?
154 Constructed ResponseConsider what you learned in the Noah, Tata and Nena, Deucalion and Epic of Gilgamesh stories as well as the “Evidence of Flood Victims Found” informational article and the Tsunami videoHow does reading/viewing various artifacts about a great flood better inform your opinion about the possibility of and meaning behind such an event? Write an extended response that addresses the following:How does having 6 sources about one topic allow you to create a stronger opinion than just having 1 source?How has your opinion about this type of event changed after reading/viewing all of these artifacts?Are you more or less willing to believe a worldwide flood actually happened?Do you believe that this flood was meant to be a punishment?Do you believe that a higher power of any kind could be involved in an event like a flood? Why or why not?
155 Collective Nouns A collective noun names a group of persons or things. Examples: army class herd group jury publicteam audience A collective noun may be singular or plural, depending on its meaning in a sentence.Use a singular verb when the noun refers to the group as a unit; use a plural verb when the noun refers to the individual parts or members of the group.
156 Collective Nouns Examples: The class have completed their projects. The class has elected its officers.*Notice that any pronoun referring to a collective noun has the same number as the noun. In the first two examples, Their refers to class (pronoun is plural), and its refers to class (pronoun is singular).
157 Practice Determine if the verb is singular or plural. Then, select the correct verb in each sentence.The jury is/ are still arguing among themselves.The jury is/ are ready.The club is/ are wearing their new T-shirts.The club meets/ meet every Monday.
158 CATALYST #List at least three stories that you remember hearing when you were in elementary school. (Ex: Little Red Riding Hood)Choose one of these stories. Briefly summarize what happens in this story.What was the purpose of this story? What were you supposed to learn from it?Create your bingo board to play vocab. bingo for Unit 3!Remember:First, record each word ONCEYou will have four boxes remaining; re-use four wordsDON’T stack words
159 CATALYST #Spend a few minutes looking over your vocabulary words tor review for the quiz.Use 4 of your words in a sentence that shows the MEANING of the word and uses it in the correct PART OF SPEECH.
160 CATALYST #Write 4 questions that you think might appear on tomorrow’s midterm exam.For each question, write a CORRECT and an INCORRECT response to the question.Format your warm up like this:QUESTION #1: _________________CORRECT RESPONSE: _________________INCORRECT RESPONSE: _________________Try to ask two questions that start with What? or Who? and two questions that start with How? or Why?FYI: This round of Knight Time I am only taking seniors!
161 Parable of the Prodigal Son The author’s purpose isI connect this parable toSuccess is through Failure is throughLiterary devices found includeSymbols in this story areThe characters in this story represent
162 Parable of the Prodigal Son 7. We can infer that people from this culture 8. The title could have been “The Prodigal Father because 9. About a parent’s love for his/her children, About God’s feelings for those who make mistakes,
163 TO DO: Bubble A for #46. #11: Choice B should be Discipline Place your Scantron in one pile and your test in another on my stool/front table.MAKE SURE YOUR NAME IS ON EVERYTHING.Then…Get a progress report from me. Let me know of any outstanding grades that you need to discuss.Get a copy of questions for The Kite Runner Ch. 1-6.If you need to BORROW a copy of The Kite Runner, you may borrow one from my side table (I must have this back at the end of class!)These questions are due on Friday.
164 CATALYST #You are about to meet your all-time favorite celebrity.You know that you will be too nervous to tell this person how much you admire him/her on the spot, so you decide to prepare a written speech for him/her.Write out this speech now!Include SPECIFIC reasons for why you admire this person so greatly.Consider what other ‘great’ things or people you would compare this person to; include this in your speech as well.Your speech should be at least one paragraph.
165 Parable Analysis Groups Myles and JasperRachel and GiovanniAshley and JaheedSydney and SamanthaAbby and MattBJ and MicheylaNicole and JoeyJackie and LizJack and MarionHarrison and Anna
167 Parable Analysis: Earn your Score! You will start off by answering the first two questions that are provided to you on the back of your handout.Each person in your group must individually write the response to each question.Groups must be demonstrating a solid work ethic, discussing ONLY the questions pertaining to the story.Once your group demonstrates that everyone has completed the work sufficiently (Ms. Hamfeldt/ Ms. Pendleton will check your answers) and that everyone is demonstrating the proper work ethic, you will be given the next set of questions.Each set of questions completed raises your grade by one letter grade. Completing all questions sufficiently will give your group an A!
168 CATALYST #37 10.26 Feedback Friday! It is the end of first quarter! Answer the following questions:1- What have you enjoyed in this class during the first quarter? What activities/texts have you learned the most from?2- How prepared have you felt for tests, quizzes or exams?3- What has been difficult or frustrating in this class? Are you confused about anything we are learning?4- How have you been doing with the reading? Are you able to understand the reading? Why or why not?5-Has this course challenged you academically so far? In what ways?6-Do you have any suggestions for how we could make class better in second quarter?
169 Explicating Poetry 1- Examine the situation in the poem Who is the speaker? Who is the audience? Is it being written with regard to a certain event?2- Examine the structure in the poemIs it chronological? Cause and effect? Question and answer?3- Examine the language in the poemWhat poetic devices are used? Are words or phrases repeated?4- Examine the musical devices in the poemDoes alliteration, consonance or rhyme add any effects?5- Write about your conclusions!What does this poem convey and how does it do so?
170 Psalm 23 The Lord is my shepherd; I shall not want.° He maketh me to lie down in green pastures:He leadeth me beside the still waters.He restoreth my soul:He leadeth me in the paths of righteousness for his name’s sake.Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me;Thy rod and thy staff they comfort me.Thou preparest a table before me in the presence of mine enemies:Thou anointest my head with oil;° my cup runneth over.Surely goodness and mercy shall follow me all the days of my life:And I will dwell in the house of the Lord for ever.
171 Journal #5Answer all of the following questions in the form of a well-developed paragraph (6-8 sentences minimum)What are the messages that are contained in these psalms?Based on your explication of this psalm, what is the speaker’s attitude toward the higher power that he believes in? Be specific!How does this attitude compare to the attitude you expressed for your celebrity in your speech from your warm up?Why do you believe that the author of this psalm chose to write in the form of a song/poem? How does the song/poem form impact the meaning of this psalm?
172 CATALYST #The rubric used to grade your journals is available on the website. Please see me after class if you would like to know what your final grade for first quarter was.What do you believe is the role of men in our society today? What is the role of women? Is there any difference between the two roles?How do you think the roles of men and women have changed over time? Why might this have happened?Think back to one story that we have read so far this year. What was the role of a woman/women in this story? What archetype (if any) did this woman represent?
173 CATALYST #HAPPY HALLOWEEN! Have out your vocab homework for me to check!Let’s consider how gender roles are seen in the celebration of Halloween…In horror films, what roles do women typically play? What roles do men typically play?What types of costumes are popular for women at Halloween? WHYWhat types of costumes are popular for men at Halloween? WHY?What archetype do witches fit? How does this connect to gender roles?
174 Vocab Unit 4You and your partner will be assigned a word from this unit.You will have 3 minutes to prepare a cherade for this word.You will be called up to act out this SILENT cherade in front of the class!
175 Annotation Workshop Today we will work on annotations strategies. Remember that our three key annotation symbols are:*= Something significant or important!= Something surprising or shocking?= Something that is confusing or not yet clearIn addition, we are adding a ‘layer’ to our reading today: We are doing what is called a “GENDER CRITICISM”This means that we are reading this text specifically for what it says about the roles of men and women, especially women in this caseBe sure that you are writing down all of the annotations that I present on the board!
176 Annotation Partners Myles and Jasper Rachel and Giovanni Ashley and JaheedSydney and SamanthaAbby and MattBJ and MicheylaNicole and JoeyJackie and LizJack, Harrison and Anna
179 CATALYST #Have out your Completing the Sentence and Book of Ruth questions for me to check.Illustrate 3 of your vocabulary words in some way.Write “Mary vs. Eve” chart beneath your illustrations and take out the chart that we took notes on Tuesday/yesterday.On the side with THREE columns, place the following characters where you feel they fit on the chart:1- Antigone, 2-Pandora, 3-Helen of Troy, 4- Rachel and/or Leah, 5- Tata and Nena, 6- Hassan’s mother, 7- another character from anything you’ve readEXPLAIN why you placed this character on the chart as you did in a COMPLETE SENTENCE.
180 Roles of WomenExamine the following images of Ruth, Naomi and Orpah and of Ruth and BoazAs you view each image, record the impression you get of each character from the way they are depicted in the painting.Which image of these characters matches your impression of them from what you read? Explain why.Which image(s) provide(s) an uplifting role for women?Which image(s) provide(s) a deflating role for women?
185 Journal #6Are women more or less empowered in the Book of Ruth as compared to Genesis 29 and 30?
186 CATALYST #We will be watching a video in just a few minutes. Write down the following questions, leaving space to answer each one as you watch the video.1. What do you think is the purpose of this video?2. Is there any evidence of bias in this video? In other words, are both sides of the argument presented equally and fairly?3. Are the sources in this video respectable and credible sources?4. What is the role of women, according to this video? Back up your claim with a specific piece of evidence.5.What is the role of men, according to this video? Back up your claim with a specific piece of evidence.gender-roles-change-are-men-out-of-step/
187 1. The purpose of this video is to 2. There is/is not bias in this article because3. The sources in this video are/are not credible and respectable. The information in this video was from4. According to this video, the role of women is5. According to this video, the role of men is
188 “With More Equity, More Sweat” As you read the article, take turns doing the following:1 person READS ALOUD 4 paragraphs;1 person ANNOTATES in response to the following questions:1. What do you think is the purpose of this article?2. Is there any evidence of bias in this article? In other words, are both sides of the argument presented equally and fairly?3. Are the sources in this article respectable and credible sources?4. What is the role of women, according to this article? Back up your claim with a specific piece of evidence.5.What is the role of men, according to this article? Back up your claim with a specific piece of evidence.
189 CATALYST #Your test has been pushed back to Wednesday, Nov. 7th!Your vocabulary quiz will still be on Thursday Nov. 8th.Set up a bingo board for your Unit 4 vocabulary words.Remember to use all words once; then, choose 4 words to use a second time.Don’t stack words!Today we will be finishing our discussion of gender roles and working on writing constructed responses.
190 Fishbowl Seminar Guidelines You will need a partner to participate in this seminar.There will be two circles for this seminar, an inner and an outer circle.The inner circle will be engaged in the discussion; the outer circle will be observing and taking notes on the discussion.You and your partner will take turns participating.One of you will start in the inner circle; the other person will sit directly behind him/her in the outer circle.After the partner in the inner circle speaks twice, you will trade places.Each time that you speak will be tracked, and the quality of what you say will be noted, using the guidelines on your handout.
191 Socratic Seminar Roles Refresher: Asks a new question when one question dies outClarifier: Helps re-state what others say to make it clearerMediator: Helps others see one another’s perspectivesSummarizer: Summarizes conversation (before the switch)Encourager: Helps those who are shy to speak to say somethingEVERYONE: Participant!
192 Constructed ResponseShould there be specific gender roles for men and for women? If not, why not? If so, what should these roles be?To start your response, write a thesis statement that begins with the following:Gender roles should/ should not exist because ____________, ____________ and _____________.Make sure your paragraph starts with a strong topic sentence that reflects a main point from your thesis. You must write 1 supporting paragraph for your first reason in your thesis.In your response, you must include at least 1 specific example from:1- Our study of Rachel/Leah/Jacob OR The Book of Ruth2- The video that we watched on gender roles in education3- The Washington Post article on gender roles
193 11.8 Use this time to: Work on Kite Runner Ch. 11-15 questions OR Study Unit 4 Vocab.You will have 25 minutes.
194 Quiz ProceduresWhen you are done with the quiz, hand it in on my table at the front of the room.Then, continue working on your questions for Kite Runner ChRemember that you can borrow a copy of Kite Runner from me for the class period.
195 Journal #61- Do you believe that women are more empowered in the stories of Rachel and Leah or in the Book of Ruth?(Rachel and Leah is the story where both women were married to Jacob; Ruth works to support Naomi and marries Boaz)2- Do you believe that women and men should have specific roles in our society today? Why or why not?(Look back at the article “With more equity, more sweat” for evidence)
196 CATALYST #Look back at the end of Chapter 10 and beginning of chapter 11 of Kite Runner to answer the following questions:1- Apart from the sheer shock of what he witnesses, why do you think Amir is so deeply affected by the silence of Kamal and his father’s suicide? What may he be connecting this event to?2- Baba doesn’t like America as much as he thinks that he will. List 3 reasons why he is frustrated with American ways and American life.3-How does Amir like American life? Why do you think he views America in this way?
197 The Kite Runner: Literature Circles JOURNAL #7: Themes in The Kite RunnerA: Friendship: What is the value of friendship in The Kite Runner? What does friendship mean to Amir? How do Amir and Hassan become friends? Why do they stay friends?B: Fathers & sons: How does Amir think of his father Baba? What is their relationship like? What kind of son is Amir? What kind of father is Baba? Provide examples.C: Fathers & sons: How does Hassan think of his father Ali? What is their relationship like? What kind of son is Hassan? What kind of father is Ali? Provide examples.D: Discrimination/ Class Structure: Why is it important to know that Hassan is a Hazara and Amir is a Pashtun? How are their lives different because of the groups they belong to?
198 Literature Circle Roles WHAT THEME IS MOST IMPORTANT IN KR?Refresher: Asks a new question when one question dies outGiovanni, Rachel, Nicole, Samantha, JackClarifier: Helps re-state what others say to make it clearerMyles, Sydney, Liz, Joey, HarrisonMediator: Helps others see one another’s perspectivesAshley, Abby, Jackie, Micheyla, AnnaSummarizer: Summarizes conversationBJ, Jasper, Jaheed, MattEVERYONE: Participant! Everyone in the group should first share what he/she wrote. Everyone should also be actively taking notes and contributing to the discussion.Blk 4: 11/9/12; Blk 2: 11/13/12
199 First Quarter Reflection Today we will be doing a major reflection on our performance from first quarter.Take out your bright orange/green tracking sheets.You will also need your journal to complete the reflections for each part of this activity. Title a page in your journal:“FIRST QUARTER REFLECTION”You will be getting back a portfolio of your work from first quarter.All of the work in this portfolio must stay here in class.
200 First Quarter Reflection On your tracker, record the following: 1- Your overall score on pop quizzes--this number is circled on one of your pop quizzes2- Your UNCURVED score on the Unit 1 Test--red scantron, first number on the bottom right3- Your Unit 2 & 3 Vocab quiz score4-Your midterm score--green scantron, circled number
201 First Quarter Reflection Look back at each of your scores. In your journal, answer the following questions: 1- What was your highest score out of these 4 assessments? Why do you think this score was the highest? 2- What was your lowest score? Why do you think this was score was the lowest? 3- Look for a trend in your scores. Is there a certain type of assessment that you do best on? Have your scores gotten better or worse over time? Did you always do better on the assessments that you spent more time preparing for? Answer each of these questions in a complete sentence! 4- Were you above or below the class average on the Unit 1 test and/or midterm? How can you work with your classmates to prepare for upcoming assessments? BLK 2– UNIT 1 TEST: 74% (UNCURVED) MIDTERM: 60% (UNCURVED) 5- Now that we are in second quarter, what are your new goals for performance in this class? What are you going to do differently this quarter to improve your performance?
202 First Quarter Reflection Look back at each of your scores. In your journal, answer the following questions: 1- What was your highest score out of these 4 assessments? Why do you think this score was the highest? 2- What was your lowest score? Why do you think this was score was the lowest? 3- Look for a trend in your scores. Is there a certain type of assessment that you do best on? Have your scores gotten better or worse over time? Did you always do better on the assessments that you spent more time preparing for? Answer each of these questions in a complete sentence! 4- Were you above or below the class average on the Unit 1 test and/or midterm? How can you work with your classmates to prepare for upcoming assessments? BLK 4– UNIT 1 TEST: 72% (UNCURVED) MIDTERM: 64% (UNCURVED) 5- Now that we are in second quarter, what are your new goals for performance in this class? What are you going to do differently this quarter to improve your performance?
203 CATALYST #44 11.13 Create five love ‘comparisons’. In other words, what are three things that you would compare love to? In what ways do they compare?Here is an example:Love can be compared to a bicycle.Both wheels must be in good condition and of the same pressure for the bike to move, just like both people in the relationship must feel confident in themselves and be on the same level.The chain that connects the two wheels to one another so that they can function at the same speed is like the connection between the couple and how they communicate with one another.
204 11/13/12Block 4:Begin notes on Shakespearean sonnetsAnalyzed one full sonnet together as a classWrote thesis statement as closing
205 CATALYST #45 11.14 What is your philosophy regarding ‘true love’? Do you believe in soul mates? Why or why not?Can true love be found at first sight? Why or why not?Does true love need to be tied to physical attraction? Why or why not?Do you believe that opposites attract? Why or why not?Is unrequited love (love that is not returned) the most passionate form of love? Why or why not?Can love be expressed in words? Why or why not?Answer ALL questions in complete sentenceS! Remember, the expectation is that you are writing this ENTIRE time! Don’t put your pen down! I will be checking!!
206 First Quarter Reflection Re-read your response that you wrote for the Unit 1 test writing component.Remember that the question asked you to explain archetypes seen in any of our reading OR a major conflict in Antigone and the theme behind it.In your journal, answer the following questions: 1- For the area in which you had strength, list two specific lines from your essay that demonstrate this strength in your writing. 2- For the area in which you would like to improve, list two specific lines from your essay that could be improved. 3- Attempt to re-write these two weak lines in your essay so that they are stronger. 4- What can you do to improve this aspect of your writing in the future?
207 CATALYST #46 11.15 Which of the following is most important to you: A-Politics, B-religion, C-literature/arts or D-education?Which do you consider to be second most important?Why do you value each of these items? How do they impact your daily life?Why are the other items not as important to you?How have any of these items caused conflict in your life? Explain at least one situation.BONUS: If you know anything about politics, religion, lit/arts or education during Shakespeare’s time, write down what you know.
208 Renaissance Gallery Walk 11/15-11/16:Take notes on background for Shakespeare/Renaissance
209 CATALYST #47 11.16 Which is more important: love or money? Explain your answer using as many examples as possible.Have you ever felt a very strong emotion for no reason?Have you every felt extremely happy or sad but not known why? Explain how you felt in this moment.3. Who knows you best? Your family or your friends?If you are upset, who can usually figure out why? Give an example.If you have a goal, who can usually best understand why you have that goal? Give an example.
210 Sonnet Explication Pairs You must get my signoff on each part of your explication before moving onto the next step.Start with Steps 1 and 2 - Situation and Structure—This will earn you a C.MylesJasperJackieGiovanniAshleyJaheedSydneyRachelAbbyMattNicoleLizJackHarrisonSamanthaAnna
211 Shakespearean DramaReview the list of terms that you have been providedStar terms that you are familiar withCircle terms that you are not familiar withListen for the term that you are assignedFor each term, create the following on your paper:DefinitionExampleIn my own wordsIllustration
212 CATALYST #48 11.19 Today we will be taking our practice EOC. What types of questions are you expecting to see on this exam?List 4 test-taking skills that you have learned in the past.Make sure at least one skill applies to multiple choice.Make sure at least one skill applies to open-ended questions.Reminder: Final Kite Runner questions are due tomorrow! They are posted on the website!
213 Practice EOC Procedures Be sure your name and Practice EOC #1 are on your Scantron.You will need 2 sheets of paper and a pencil.This time, you may NOT write on the test booklet.On your answer sheet, choose A for the following #’s:3, 11, 21, 29, 36, 38, 45, 53*YOU DO NOT NEED TO WRITE A RESPONSE FOR #29 AND 38These are the open-ended responses. I recommend that you respond to each of these in at least one paragraph.These will be answered on a separate sheet of paper.When you are done, hand in your test materials in the appropriate piles and take a copy of the Reader’s Digest article.After reading the article, list 5 tips or new things you learned that you took from this article.
214 CATALYST #49 11.26 Take a look at your vocabulary words for Unit 5. 1- Choose 3 words and illustrate them in some way.2- Mark any words in your book that you are unsure of how to pronounce.This week, we will begin reading Merchant of Venice, which comments on some strong cultural stereotypes.3- What do you think causes stereotypes to exist? What keeps stereotypes in existence? How did you see this in Kite Runner?4- What do you think causes people to dislike or even hate one another?5- What causes people to dislike or even hate a particular group of people? How did you see this in Kite Runner?
215 CATALYST #On Monday, I asked you to consider how stereotypes form and how people grow to dislike or hate others.Now, imagine the following scenario: Ms. Hamfeldt announces that students who are born in January and February are to blame for low test scores in her class. She is going to make these students wear a “JF” badge and work in their own groups.What would be your reaction to this way of ‘blaming’ students?What would be your reaction to the wearing of the badge and segregating of these students? Do you feel this is fair or justified? Why or why not?How do you feel if you were born in one of these months? How do you feel if you were born in another month?After you have done this, illustrate two more of your vocab words.
216 CATALYST #Please have out your vocab homework for me to check.To prepare for tomorrow’s quiz, use 3 of your vocabulary words in one sentence each. Make sure that your sentence gives context for the meaning of the word and uses the word in the correct part of speech.Describe a time when your parents allowed you to make an important choice. How did you feel? What was the result of your choice?Describe a time when your parents felt it was best to make a choice for you. How did you feel? What was the result of their choice?Do you believe that it is sometimes better for an older and wiser person to make a choice on behalf of a younger, less experienced person? OR, do you believe that everyone should always be allowed to make their own decisions, no matter what?
217 Vocab Quiz PracticeAfter we have reviewed the answers to the vocabulary homework, you will have one minute to get up, find someone on the other side of the room, and share your sentences with him or her, leaving out your vocab word.See if he/she can fill in the blank.
218 CATALYST #1- Practice using 2 more words of your vocabulary words in a sentence.2- Then, set up your bingo board, remembering not to stack any words!3- When you are ready, clear your desk of everything but your bingo board.
219 When you are done…Hand in your quiz on my stool with your bingo card if necessary.You can then do one of the following:A: Study your notes on the drama terms, anti-semitism and the Renaissance time period—we will take a quiz on this next Tuesday.B: Continue reading Act I of Merchant of Venice and fill out the Act I chart that we start yesterday.
220 Kite Runner Film Comparison Each day this week, students will watch about minutes of The Kite Runner, as part of an ongoing evaluation of a comparison between the book and the film.
221 CATALYST #53 12.3 What is Antonio saying about his life? In Act I, scene i of Merchant, Antonio and Gratiano share their thoughts about the meaning of life:Antonio: Gratiano:I hold the world but as the world Let me play the foolA stage where every man must play his part , With mirth and laughter let old wrinkles comeAnd mine a sad one And let my liver rather heat with wine Than my heart cool with mortifying groansWhat is Antonio saying about his life?What is Gratiano saying about his life?Who do you agree with more? Why?Create your own statement about the meaning of life. If you were to sum up what the goal of living is, what would you say?Imagine that you are Antonio, and you have invested all of your money in ships that are out at sea. Would you be worried about your ships? Why or why not?
222 Writing Workshop Here is a new way to think about writing an essay: You should be able to read just the following parts of your essay:Thesis statementEach topic sentenceEach concluding sentence, in orderWhen you do this, everything should make sense and should smoothly flow together.This is a way to ensure that you have strong, focused thesis statements and transitional sentences.
223 Writing Workshop Let’s examine the following paragraph: Santiago then sells his sheep and leaves his home. He doesn’t know where he is going next, but he thinks he will be able to find his Personal Legend. He uses the signs given to him by two stones, Ummin and Thummin. These are his supernatural aids, which is another part of his hero journey. He also has other supernatural aids along the way, making him a true hero. “He looked to where the stones had dropped and realized something” (Coelho 34).
224 CATALYST #Your “warmup” for today is to take out your notes on the Renaissance (from the gallery walk), drama terms, and Anti- Semitism.In your journal, record today’s objectives.Then write, “Shakespeare Background Quiz” where you would normally respond to the catalyst questions.Spend the next several minutes reviewing these notes.
225 When you are done… You may do one of the following: 1- Continue reading Merchant of Venice and completing your Act I exposition sheet.2- Work on your brainstorm for your Kite Runner essay, using the handout from yesterday.3- Work on your Kite Runner chart
226 CATALYST #In The Kite Runner, we have seen that the issues of friendship, family and discrimination have been very important.Pick one of these three issues. Explain why it is so important to the novel.Pick another one of these three issues. Explain why it is so important to the novel.In Act I of Merchant of Venice, we hear a lot about the importance of love and money in living a happy life.3. What do you think that Shakespeare would say about the importance of love? What kind of love would he say is most important? In at least 2 sentences, write a statement about what he might say if you interviewed him.4. What do you think that Shakespeare would say about the importance of money? What kind of value would he say should be placed on money? In at least 2 sentences, write a statement about what he might say if you interviewed him.
227 Merchant of Venice Procedures Make sure that your neighbor has done the following:1- Knows if he or she has a role in reading the play today.2- Has out his/her exposition sheet for Act I.3- Has a copy of the play open to Act I, scene i.4- Has a pen out to take notes either in the book or on a separate sheet of paper.We will stopping throughout the play to take notes on what we are reading and to fill in the exposition sheet.We will answer the questions on the exposition sheet AFTER we finish reading the act.
228 Merchant of Venice Act I Cast Antonio: ShawnSalarino: ToriSolanio: ElizabethBassanio: RyanLorenzo: ClarkGratiano: ColinPortia: TiaNerissa: TallyShylock: NegarAll of these characters should be under the “Who” category on your Act I sheet.
229 Merchant of Venice Act I Cast Antonio: JackSalarino: MylesSolanio: LizBassanio: MicheylaLorenzo: JackieGratiano: AbbyPortia: AnnaNerissa: NicoleShylock: JaheedAll of these characters should be under the “Who” category on your Act I sheet.
230 CATALYST #“But ships are but boards, sailors but men; there be land rats and water rats, water thieves and land thieves—I mean pirates—and then there is the peril of waters, winds and rocks. The man is notwithstanding”In scene iii, this comment is made by Shylock about Antonio’s ships.1- What is Shylock saying about Antonio’s ships here?2- How does this compare to Salarino’s and Solanio’s attiude about Antonio’s ships?3- How does this compare to Antonio’s attitude about his ships?4- What do you think will happen to Antonio’s ships throughout the play?
231 CATALYST #56 12.6 Read Act II, scene i on your own. As you read, try to put each character’s speech into your own words.Then, in your journal, summarize what you believe is happening in this scene.(We will go over this, but I want you to attempt to read the scene on your own, now that we have walked through Act I together.)
232 MOV Literature Circles Complete any remaining elements of your exposition chart.Answer the question that matches the letter you are assigned.
233 CATALYST #57 12.7 Feedback Friday! Answer the following questions: 1- What have you enjoyed in this class in the last two weeks?2- How well do you feel that you are understanding Merchant of Venice on a scale of 1-10? Explain your answer.3- How have you been doing with the writing process (Alchemist and Kite Runner essays)? How do you feel that your writing has improved? What weaknesses do you still have?4- What has been difficult or frustrating in this class? Are you confused about anything we are learning?5-What types of activities have helped you understand what you are learning? How so?6-Do you have any suggestions for how we could make class better?
234 Kite Runner Essay Take out your KR brainstorm essay sheet. Remember that you will need to spend time finding support for your essay! (2 quotes per supporting point)Your thesis statement will :Contain a specific purpose statementHave three parts (it will contain your three main points)FOR EXAMPLE:In The Kite Runner, regret is shown to ruin friendship through Amir and Hassan’s broken relationship, their separation and Hassan’s death.
235 12.7Block 2: Completed Act IBlock 4: Completed Act II. i-iii (started scene iv)
236 CATALYST #58 12.10 Be sure to find your new seat! This week we will be using our catalysts as a way to review for the upcoming EOC. Each day, we will go over a portion of a passage that was on the practice EOC.Today, you are responsible for reviewing your answers through #1-4.If you got the answer correct, EXPLAIN why this was the correct answer. (What line in the passage supports your answer?)If you got the answer incorrect, try to determine the correct answer. Write what confused you in this question.
237 Act I Statements: Antonio has a lot of money and several good friends. Antonio and Bassanio are best friends.Antonio is willing to find a loan for his best friend Bassanio.Portia is upset that she cannot marry for love.Antonio asks Shylock for a loan for Bassanio.Shylock wants revenge on Antonio.Shylock demands a pound of Antonio’s flesh if his repayment is late.
238 MOV Act IIIn this act, we will be charting each scene, according to the characters involved, the conflict, the possible resolution AND the themes that may be appearing because of these conflicts.Because this is the second act, I will not be guiding your annotations as much as I did in the first actYou will be responsible for ensuring that you annotate difficult passages and complete your chart after each scene.Like we did for Act I, we will answer all of the questions on your Act II sheet after we have finished reading the act.
239 Unit 6 VocabReviewed wordsQuiz will be this Friday
241 Merchant of Venice Act II Cast SCENE iSCENE ivSCENE viPortiaLeonardoMorrocoSCENE iiLorenzoLanceletSalarinoAntonioGobboSolanioBassanioSCENE viiGratianoSCENE vShylockSCENE iiiNerissaJessicaArragon
242 MOV Literature Circles Note what letter you have:ABCDMylesJasperJackieGiovanniAshleyJaheedSydneyRachelAbbyMattNicoleLizBJMicheylaSamanthaJoeyJackHarrisonAnna
243 MOV Literature Circles Note what letter you have:ABCDBrendanJessicaMichaelEvanTiaShawnColinChristianHannahNegarBryanLucasBronsonGradyRyanTallyToriClarkElizabethTimDesiree
244 2x2 Exit TicketWhat are two things you learned today about drama and/or the Merchant of Venice?What are two questions or concerns that you still have regarding drama and/or the Merchant of Venice?
245 First Quarter Reflection You have also received a writing tracker. We will be using this to keep track of your performance on writing tasks as we approach the EOC.Look at your writing response from the Unit 1 Test…You should see 5 numbers at the top; each number was out of a possible 5 points The scores are for: Focus ContentOrganization Style MechanicsShade your score for each writing category and determine one area in which you have strength and one area in which you would like to improve.
246 First Quarter Reflection Finally, we are going to go over some questions from the midterm.You should have received back a copy of the midterm exam.Take a few minutes to look back at the test with your green scantron.We will go over a few key questions that many students missed.If you have further questions, please feel free to stay with me after school to go over the test in more detail.