English 10 Tuesday, April 29, 2014 Do-Now : Silent Reading 1.Journal prompt: How do traumatic events in childhood shape one’s coming of age? 2.“The Fury of Overshoes” analysis; 3.“A Rose for Emily” intro. HW: Define “A Rose for Emily” vocabulary and create an authentic sentence for each term. SWBAT: Determine both what the text says explicitly and what can be inferred logically from the text; Support or challenge assertions about the text by citing evidence in the text explicitly and accurately; Delineate the main ideas or themes in the text and the details that elaborate and support them.

While we re-read the poem, underline instances of: coldness; hardness; darkness; sadness; yearning. In your journals: 1. Locate possible themes of the poem; 2. Cite and explain one hidden message; 3. Explain “overshoes” as a symbol.

English 10 Wednesday, April 30, 2014 Do-Now : Silent Reading 1.“The Fury of Overshoes” analysis continued; 2.“A Rose for Emily” intro; 3.“A Rose for Emily” analysis. HW: If you have not finished your journal entry in class, you must do so for homework. SWBAT: Learn and apply new vocabulary; Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact.

Write down one adjective or phrase to describe the American South or people from the South. Write down one adjective or phrase to describe the word “gothic.”

William Faulkner From Oxford, Mississippi Created and wrote about fictional families in the American South Great theme: South as a microcosm (little world) Southern Gothic subgenre: includes deeply flawed, disturbing or eccentric characters; highlights the decay of southern aristocracy. Says of South, “Well, I love it and I hate it.”

American South is a microcosm for the universal themes of time, the passions of the human heart, and the destruction of the wilderness.

Journal Entry: What will “A Rose for Emily be about? Create a one-paragraph synopsis/story. Journal entries will be graded on their creativity and effort.

English 10 Thursday, May 1, 2014 Do-Now : Hand in your sentences and journals into the inbox; Arrange yourselves evenly into 5 groups; Brainstorm: What is your favorite scary movie? 1.“A Rose for Emily” group activity. HW: If you have not finished your journal entry in class, you must do so for homework. SWBAT: Learn and apply new vocabulary; Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact.

Elements of gothic literature/movies: dark, gloomy, grotesque, mysterious. Elements of southern gothic literature: includes deeply flawed, disturbing or eccentric characters; highlights the decay of southern aristocracy.

Exit ticket: How/why is this a coming of age story? Who or what is coming of age in “A Rose for Emily,” and why? (Think decay of southern aristocracy). *to be handed in and graded

English 10 Thursday, May 1, 2014 Do-Now : Have your journals from this week out on your desks; -I pass around a card for Ms. Ansbach, please sign it and tell her how much you miss her! 1.“A Rose for Emily” explained. HW: Have a great weekend! SWBAT: Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact; Analyze how theme works to shape a text.

English 10 Monday, May 5, 2014 Do-Now : Clear your desks of everything but your book and a pen/pencil. -Last minute questions? 1.Book letter. HW: None SWBAT: Write critically about literature studied; Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Full heading: Name Date Class Period Book you are reading Prompt (Fiction, Nonfiction, did not read). Standard for theme: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. All letters must include specific evidence. Not just generalizations, but hard details. **Must document using quotes and page numbers. Must produce essay that discusses the work as a whole. If not, your essay will not be passing!

Period 3/4 and 5/6 Fiction Prompt: Trace the development of a main character throughout the book. Include three key decisions the character makes and how these decisions shape the theme.

Period 8/9 and 10/11 Fiction Prompt: Choose a theme from the book. Explain how it emerges, and then how three key events in the plot shape it. Ultimately, what about the ending of the book reinforces that this is what the author wants you to know about the theme. How do you know this?

Period 12/13 Fiction Prompt: Trace the development of a theme from the book through several key decisions the characters make. How do those characters shape the theme? Include in your discussion how the resolution of the plot and the outcomes for the main characters underscore this theme overall.

All periods non-fiction prompt: Explain how the book is organized. What text features (charts, pictures, illustrations, subheadings, etc.) help the author guide you through the development of the ideas? Why did the author choose to organize it this way? What is another way to organize this book? *Ultimately, what does the author want you to believe about this subject?*

Didn’t read? What book did you start? How far did you get in it? Why didn’t you choose to finish? What will you do to fix this for next time?

English 10 Tuesday, May 6, 2014 Do-Now : Silent reading 1.“A Rose for Emily” to end; 2.“Overshoes” assignment explanation; 3.Transcendentalism notes HW: Read and annotate the excerpt of “Nature” by Ralph Waldo Emerson ( ). Be prepared for a reading quiz tomorrow; “Overshoes” poem due Friday. SWBAT: Synthesize information through note taking; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact.

“A Rose for Emily”

“The Fury of Overshoes” written by you Use “Overshoes” as a mentor text; write a poem that answers the following questions: What will mark that you have come of age? From your perspective now, what do adults do all day? What hidden message is present in your life? (must include an analogy similar to Sexton’s “wolf” analogy). Due Friday, May 9th

Overshoes Brainstorm How will you cover question #1? (your coming of age) How will you cover question #2? (What do adults do all day) What will your secret message and its analogy be?

Transcendentalism American literary and philosophical movement of the 1820s-30s Believed that each person must find his/her own “original relation to the universe” (Emerson) In response to Age of Reason: everything is knowable through logic and science (Paine, Jefferson, Franklin) Transcendentalists and Romantics believe in intuition over logic Self-reliance and individualism Man must go back to nature to find individuality.

Individual vs. Conformity Journal: (5/6) Answer the following questions: What does it mean to be an individual? What does it mean to conform to society?