2. Classroom Procedures/ Prospectus E.Q.: What are the rules and procedures in Mrs. McQueen’s LA class, and why are they necessary in order for you to be successful this school year? Warm-up: If you were the teacher of this LA class what would you do? What are the Expectations? Activity: Student Information Sheet 8/27/12 T.I.:  Classroom Procedures (handout)  Prospectus (handout)  Student supplies: -small pencil sharpener -Ruler/ hole puncher -flash drive  5 Dividers for Notebook -1.Table of Contents -2. Interactive Notebook -3. Vocabulary -4. Special Assignments -5. Ongoing References 12

3. “We Wear the Mask” (Dunbar) E.Q.: How can analyzing historically relevant poetry help us to understand ourselves better? When we read historically relevant poetry we can relate ourselves and our lives to people/experiences that happened in the past. While doing this, when you learn something about historic character similar to you, you can compare and contrast your doings to the character’s doings and it will be easier to come up with reasons why a character does something and the fact that you might do something else. Warm-up: Name all the things you wear masks for. Activity: -Vocabulary according to context -Write a prediction of what the poem will be about T.I.: TP-CASTT T – title - think about the title and predict P – paraphrase - translate into own words C – connotation - figurative meaning? Give all figurative language A – attitude - speakers attitude; poets attitude; give examples using diction, images, and details S – shifts - change in feeling of speaker if any T – title - look at title again; explain title’s actual meaning T – theme - overall meaning (don’t write this in NB) ws you should have between these two pages- “We Wear the Mask” Vocabulary ws Notes on Paul Laurence Dunbar We Wear the Mask TPCASTT ws 8/28/12 34

4. Do I Wear the Mask? E.Q.: Do I wear the mask? Warm-up: Do I wear the mask? Activity: Symbolism I. Symbol: a concrete object that represents an abstract idea II. Examples of Symbols: I. Eagle symbolizes freedom II. Chains symbolizes slavery III. Dove symbolizes peace IV. Mask symbolizes drama III. A reader must infer the meaning of the symbols an author includes in his/her work by using context clues produced within the piece of literature T.I.: Things for the outside of the mask: 1. The image front I try to portray 2. How I have been labeled by 1. Classmates 2. Group of friends 3. Teachers 4. Parents 5. Family/ siblings/ extended family 3. What people typically know about what I do 4. What people typically know about my life Things for the inside of the mask: 1. What my personality is really like 2. How I act when I’m most comfortable 3. What I really love to do that no one knows 4. What my life is really like - go through your list and select at least 5 of the items that best represent you for each side of the mask - create a symbol that represents that aspect of your personality 8/29/12 5 6

5. Drama: Sorry, Wrong Number E.Q.: The author chose to write a play rather than present his passage in a short story. Do you agree or disagree with the writer’s choice of genre? Warm-up: Have you accidentally heard a conversation that you were not supposed to hear? Activity: -read play -Answer questions T.I.: (No teacher input today) 8/30/12 (don’t write this in NB) ws you should have between these two pages- Graded questions from drama 78

6. Archetypes E.Q.: The author chose to write a play rather than present his passage in a short story. Do you agree or disagree with the writer’s choice of genre? Warm-up: (no warm-up) Activity: -fill in Archetypes chart -follow direction -keep in notebook T.I.: -watch video -answer questions Symbolic Stories of Natural Phenomena: Film Quiz 8/31/12 (don’t write this in NB) ws you should have between these two pages- Archetypal Character ws 910

7. Archetypes are Everywhere E.Q.: What are the reoccurring characters, settings, symbols, patterns, and themes that give literature its unity? Warm-up: Review and thoughts of the mask project Activity: graphic organizer on Archetypes T.I.: Notes  Transgressor - pushes the limits of human knowledge and often angers “the gods”  Destroyer - destroys for destruction’s sake; enjoys evil  Helpless Princess – woman; usually beautiful, in need of a hero to save her from death, evil, adversaries, or other danger  Handsome Prince - serves as a hero to a princess or kingdom 9/4/12 (don’t write this in NB) ws you should have between these two pages- Archetypes ws 1211

8. Archetypes/Heroes E.Q.: What defines a hero? How do visual images enhance or create meaning? Warm-up: What is a hero? Activity: SB pages 1-9 T.I.: - ”Learning Focus” (SB 4) Notes - ”Academic Vocabulary” (SB 6) Define “diction” - “Literary Terms” (SB 9) Define “tone” - Connotation: what people think it means - suggested meaning based on feelings about the world - Denotation: dictionary definition “Learning Focus” - Narrative writing - to entertain; tells a story - Expository writing - to explain and inform - Secondary Source - an article on the internet/news story - Primary Source - an in-person interview - Sources strengthen arguments - Good Writers follow this process: - Prewriting - Drafting - Revising - Editing “Academic Vocabulary” - diction: the writer’s choice of words and use of language “Literary Terms” - Tone - a writer’s or speaker’s attitude toward the subject 9/5/12 (don’t write this in NB) ws you should have between these two pages- SB pages 1-9 13 14