English 11 daily lessons
1st SEMESTER
Click on the links below to view specific daily presentations and download any relevant documents. Class syllabus for Semester 1 is HERE, and Semester 2 is HERE (Spanish version HERE). Grammarly, an awesome personalized online editing tool, HERE. (Here are Grammarly directions for getting signed up.)
1/25-26/22 Final exam. After we finish the exam, we'll take an end-of-semester survey.
1/23/22 Objective: Prepare for our final exam. Last class day of the term! We'll do a 'round the room review activity with partners. Next, I'll give students time to work on the literary term review guide. Homework: Study your flash cards for your 20 key literary terms for the final. Get rest tonight! Come in to school rested and alert on Tues. and Wed.
1/21/22 Objective: Prepare for our final exam + Go over a valuable study technique that can be used in any class/job scenario First, a question: if you had to learn thousands---THOUSANDS---of pieces of information in a short amount of time, what would be your approach? Is it even possible? Next, we'll talk about a powerful technique that makes remembering information very easy. Then, we'll apply this technique to our 20 key literary terms. These terms will be a large focus of our exam---it's crucial you know them well when you take our final. After we study today, we'll spend time starting to fill out our literary term review guide. Homework: Study your literary terms + read any sections of Of Mice and Men you may have missed.
1/19-20/22 Objective: Debate what theme emerges most clearly at the novel's end: a message about love or a message about fear? Warm-up: Make a five-step plan for George and Lennie to deal with the tragic death of Curley's wife? What should they do next? Note: your plan must be realistic based on who we know the characters to be at this point in the novel. Then, we'll read the play's final scene! Once it's over, we'll look at the final scene in the film. As we watch: how well does the film capture the spirit of Steinbeck's final pages? Does it capture the human side of this scene? (here is the audiobook for Of Mice and Men). 3:35:55 in the audiobook. After this, we'll debate whether or not this final scene was an act of love or fear. Once we hear the opposing sides reasons, we'll come up with counterclaims to attack those reasons. Homework: Study your 20 key literary terms for our final exam next week.
1/18/22 Objective: Evaluate how Steinbeck structures the climax of the book + Make predictions about how the plot will be resolved. We'll start with making a list of plotlines that still must be resolved before the book's ending. Which of these is the most significant (ie. the one readers are most invested in at this point in the story)? What potential barriers are there to this being resolved? Next, we'll listen to and discuss the next few pages of the text up to page 91 (here is the audiobook for Of Mice and Men). 2:59:30 in the audiobook. First, where should the blame, if any, be placed here? How much is someone at fault for what happens? Next, what should (or must) happen next? If time, we'll watch this scene in the film. Homework: Read to the bottom of pg. 98
1/14/22 Objective: Evaluate how the theme of loneliness is further developed by both Crooks and Lennie. We'll start by completing a warm-up free write. Next, we'll go over a comma rules cheat sheet. Hold on to this---we'll continue to refer to it in semester two. After this, we'll watch the Lennie/Crooks conversation that you read about in last night's reading. Can you see how Crooks is being vulnerable here and talking about one of the harsh realities associated with migrant labor at the time? Can you see how his ideas about loneliness are intensified by race relations on the ranch? If time, we'll read the next page or two together when Curley's wife arrives---how does her arrival continue the conversation about loneliness? Homework: Finish the section and read up until the bottom of 83.
1/12-13/22 Objective: Analyze the implications of one of the key moments of conflict in the story---THE FIGHT! Character motivations and plot impact of Lennie's actions. We'll start with looking the pivotal Curley vs. Lennie fight scene that you read last night. We'll look at the last few pages of the section together (here is the audiobook for Of Mice and Men. This is the top of pg. 62 in novel (2:11:53 in the audiobook). We'll read until the bottom of page 65 in the text. After this, we'll break into groups and tackle these these discussion questions and then share our responses. We'll watch the fight scene in the film (warning: it's pretty intense). At the end of class, we'll start to debate this question: Did Lennie make the right decision in this scene? Why/why not? What potential outcomes might result from his interaction with Curley here? Homework for Friday: Read to the bottom of pg. 76
1/11/22 Objective: Apply our knowledge of literary techniques to the characterization of Curley and Slim. We'll start with a few highlights from last night's reading: meeting Carlson, George and Slim connect, and Lennie's new puppy. Next, finishing Step 2 and Step 3 from the assignment about Curly and Slim that we started yesterday. After you're done writing your paragraph, we'll look at a sample paragraph for the Slim/Curley writing assignment. How close is your paragraph to the sample? Next, we'll read and listen to along the audiobook for Of Mice and Men starting at 1:33:23 (this is the top of page 44 in the novel). When Candy consents to having his dog shot, why do you think he does this? What is at play here for him and the other ranch hands? Homework: Read up to the bottom of pg. 65 in the text. Key moment is in this section!
1/10/22 Objective: Analyze how Steinbeck uses literary techniques to develop the characters of Curley and Slim. We'll start with touching base about key details from last night's reading. Then, we'll read/listen to the next few pages of the text, up to the top of page 34. Here is the audiobook for Of Mice and Men. After this, we'll look at two key moments of the text: when Curly is first introduced on pg. 25, and when Slim is first introduced on pg. 33. Once we read this, section, we'll work with each of their descriptions by working on the beginning of this activity. With 10 minutes left in class, we'll watch another few scenes of the film. Homework: Read to the bottom of page 44 in the text.
1/5-6/22 Objective: Gain historical context for a dynamic that is about to emerge in the text between various characters + Go over the second half of our 20 literary terms. Warm up writing prompt. Then, we'll go over slides related to Jim Crow-era racism in the U.S. to better understand the racist attitudes portrayed in Of Mice and Men. We'll finish class with going over the final 10 literary terms in our packet. Homework: Read up to page 27 in in Of Mice and Men.
1/4/22 Objective: Reflect on our essay feedback for our Crucible essays. + Go over the second half of our 20 literary terms. First, a question: Which type of feedback has more potential to change a student's writing---qualitative (descriptive) feedback, or a letter grade? Why/how? Next, we'll look at the writing you finished last night about how Steinbeck uses diction to characterize George. Circle your analysis sentences and double check: do those sentences directly explain how specific words help portray George as overwhelmed? Then, we'll get our essay rubrics back and listen to our recorded feedback for our Crucible essays. We'll finish by going over the second half of these 20 key literary terms.
1/3/22 Objective: Discuss how specific literary techniques are being used to help establish the character identities of George and Lennie. + Go over the first half of our 20 literary terms. First, a few housekeeping announcements about the remainder of the semester and our essays. Next, we'll go over the first half of these 20 key literary terms. Then, we'll put these terms to use and we'll write an analysis paragraph that explains how Steinbeck uses one of these terms--diction--to characterize George. Homework: Finish the paragraph you wrote in class today if you didn't finish.
12/17/21 Objective: Compare the depiction of George and Lennie's relationship in the text with the one portrayed in the film. We have a short class today because of the adjusted bell schedule. We'll start with a bit of feedback from the survey data about the essay unit. Then, we'll watch the opening scenes of the film and talk about the way George and Lennie are depicted---how close do you think this film adaptation comes to capturing the dynamic Steinbeck wrote about in the text?
12/15-16/21 Objective: Discuss how specific literary techniques are being used to help establish the character identities of George and Lennie. We'll start with finishing reading/listening to the first section of the text (stop at the bottom of page 16). Here is the audiobook for Of Mice and Men. Then, after we finish we'll start to compare George and Lennie's reality to their fantasy.
12/14/21 Objective: Apply Steinbeck's stylistic decisions (sensory imagery, nature-based nouns, etc.) to a setting paragraph of our own + Begin to think about the theme of a complicated friendship and how this could influence the story's plot. First, we'll take a look at the imitation paragraph assignment from yesterday. We'll start with 10 minutes for us to write a paragraph of our own that mirrors Steinbeck's style. Then we'll get into two rows and do a conversation activity with a series of questions about friendship. After this, we'll listen to the first section of the text together (audiobook for Of Mice and Men). As we listen and read, pay attention to how George and Lennie interact. What is it about their relationship that reveals a closeness, an intimacy? Would you describe their relationship as healthy? Why or why not?
12/13/21 Objective: Reflect on our essay writing unit and how effective the process was for us + Start to gain the background contextual information for our next unit. First, we'll head to Google Classroom and fill out a Google Form survey on your experience during the essay writing unit for The Crucible. After this, we'll dive into background information about Of Mice and Men by going through some historical context slides (we'll start with slide 5). After this, if we have time, we'll start a word analysis of these paragraphs and then try emulate Steinbeck's writing style with a paragraph of our own. Homework: Read your final draft out loud. Make sure you run it through Grammarly. Hit "Turn In" on your Google Doc anytime before midnight tonight to turn in your essay. If I receive it after that time and we haven't discussed an extension, I apply a 10% late penalty to it.
12/10/21 Objective: Analyze how an author establishes setting at the start of a text + Evaluate the tone that is established at the start of a text. We'll start our next unit on the text Of Mice and Men today. First, warm-up free write: how important is the length of a text when trying to decide if it's literature? Are longer texts more likely to be considered to have literary value? Are shorter texts less likely to have literary value? Then, we'll look at this preview and take note of two things: themes that will likely be present in this text and words/adjectives to describe the setting. Then, we'll read and annotate the opening paragraphs of Of Mice and Men. Homework: Read your final draft out loud. Make sure you run it through Grammarly. Hit "Turn In" on your Google Doc anytime before midnight on Monday to turn in your essay. If I receive it after that time and we haven't discussed an extension, I apply a 10% late penalty to it.
12/8-9/21 Objective: Put the finishing touches on our Crucible essays. Start by going over the rubric for this essay. Make sure you're particularly clear on the ideas in the Proficient column. Then, dive back into the draft. If you're basically done the draft, go to Grammarly.com to use the online editing tool (directions on how to create a premium account are HERE). Accept or reject the suggestions that Grammarly makes, and then drop the revised text back into your Google Doc. Once you finish this editing step, raise your hand so I (or the sub) can swap your essay with another student who is done and have you complete the revision checklists for our rough drafts. After we get feedback from a peer reviewer, we'll make changes to our essay and, hopefully, be in a position to read the essay out loud one last time tonight before submission. Everyone who is still writing: you'll use this time to get caught up and continue drafting. When you finish, follow the steps above. Homework: Make any changes to your essay that you need to make. Read it out loud. Run it through Grammarly. Final draft due in Google Classroom by Monday at midnight. If it comes in after that and we haven't spoken about an extension, I'll apply a 10% late penalty.
12/7/21 Objective: Make progress on our conclusion paragraph. First, we'll start by talking about conclusion basics and we'll talk about Work Cited page tips. We'll also do a refresher on MLA formatting. Then, we'll get Chromebooks and start to create these final two parts of our rough draft. Homework: Finish your rough draft. We will revise the draft on the block day.
12/6/21 Objective: Make progress on our counterclaim paragraph. First, we'll start by talking about the counterclaim paragraph and looking at a sample paragraph. Then, we'll continue drafting and start work on the counterclaim paragraph. Use the final column of the brainstorming sheet that we filled in on Friday to help map out this paragraph. Homework: Make sure your first four paragraphs are finished for tomorrow.
12/3/21 Objective: Make progress on our second support paragraph + Map out evidence and analysis for our counterclaim paragraph so we are in a good position to draft this para. on Monday. First, we'll take a look at the third column on the back of our brainstorming sheet for our body paragraphs. We'll choose one of our counterclaims to expand upon and pick a quote for, and then we'll explain how that quote could be tied to the claim. Next, we'll continue drafting and work on completing our second support paragraph. Homework: Make sure second support body paragraph is done for Monday.
12/1-2/21 Objective: Go over the basics of a body paragraph and try to apply these ideas to a paragraph of our own. First, we'll start by going over some tips and tricks for support body paragraphs. We'll read and mark up a sample support paragraph. Then, we'll revisit the back of brainstorming sheet for our body paragraphs. For each of your paragraphs, we'll look for a good quote from the text that shows the main claim of the paragraph. I can help you track down scenes/quotes. Next, we'll continue drafting. Today we'll work on our two supporting body paragraphs. Homework: Make sure your first body paragraph is done for Friday.
11/30/21 Objective: Go over the basics of an introduction paragraph and try to apply these ideas to a paragraph of our own. Today we will focus on a few things: finishing the first page of brainstorming for our body paragraphs, finishing the introduction paragraph baseline pre-test from yesterday, and writing the rough draft of our introduction paragraphs for our Crucible essay. We'll begin by talking specifically about parts of introduction. We'll take notes on this and look at a sample introduction paragraph. We'll spend the second half of class starting to draft. We'll start with the introduction. Note: if you weren't here yesterday, please step into the hall to complete your introduction baseline sample on Google Classroom. Once you're done, I can fill you in on the introduction notes. Homework: Make sure your introduction is finished for our block class.
11/29/21 Objective: Complete an introduction paragraph baseline writing sample + Begin brainstorming for our essay. First, we'll do an introduction paragraph pre-test assignment. Head to Google Classroom to complete this. Then, we'll start brainstorming for our final essay on The Crucible. We'll complete the front side of this brainstorming sheet today. Homework: Make sure the front part of your brainstorming sheet is finished for tomorrow's class.
11/23/21 Objective: Compare a narrative voice in a poem to that of the protagonist of the play + Discuss the parameters for our end-of-text essay. First, we'll read the poem "Conversations with an American Writer" by Yevgeny Yevtushenko on page 163 in our Crucible texts. We'll talk about how the poem's speaker shows direct parallels to Proctor's character. What makes them similar? How are they different? Then, we'll talk about the final essay assignment for The Crucible. After this, we'll spend the last 15-20 minutes of class watching the end of the film. What do you notice about the mood of the final execution scene compared to the prior executions? What aspects of the film contribute to this shift in mood?
11/19/21 Objective: Discuss the "Echoes from the Corridor" information---is there room here for further elaboration? + Edit our writing from Monday (Grammarly/highlighting) + Compare the printed version of the text to the film. We'll start first by looking at the final page or two of the play. What details here could use extra elaboration? Then, we'll get Chromebooks and revisit the writing you tackled earlier in the week. For folks who finished: run the writing through Grammarly and make final edits before submission. For folks who haven't finished: make progress and try to wrap things up by the start of class tomorrow (come to tutorial if you need work time/space). After this, we'll watch the next section of the film and compare the content there to what we've acted out. Pay special attention to John and Elizabeth's performance. What do they do in the film that honors the tone that Miller attempts to achieve with their printed lines?
11/17-18/21 Objective: Analyze how Miller brings closure to the play and resolves the remaining open plot lines at the end of Act 4. Warm-up: We'll work in on a worksheet that connects different proverbs to The Crucible (worksheet here). Next, we'll annotate a resource on mood vs. theme. Then, we'll finish the play! After we finish: is this how you imagined things wrapping up? As audience members, does the ending of the play bring a sense of closure to you? Why or why not? With 15 minutes left in the class, we'll get Chromebooks and revisit the writing you tackled yesterday.
11/16/21 Objective: Apply stage directions to Act 4 and try to accurately establish the ominous mood at the start of the act + Edit our writing from yesterday (Grammarly/highlighting). Warm-up: If we were to stage a scene in a jail in Salem in the 1690s, what aspects of the setting might help us establish an ominous mood? We'll make a list together. Then, we'll dive into Act 4. As we read, pay attention to the details Miller includes here to make things feel unsettling and ominous for the audience.
11/15/21 SUB. IN CLASS. Objective: Write a support and counterclaim paragraph for an argumentative writing prompt. First, read over two sample paragraphs for the prompt that we brainstormed for on Friday (here is the brainstorming chart). Then, head to Google Classroom to complete the two paragraphs. Please highlight your paragraphs and run them through Grammarly before submission.
11/12/21 Objective: Brainstorm for an argumentative writing assignment that we'll tackle on Monday + Compare the film adaptation to the text---what is so compelling about the court scene in the film version of the text? Start with a warm-up writing prompt. Then, we'll spend a few minutes working on filling out a brainstorming chart for a writing assignment we'll tackle next week. We'll spend the rest of the period making progress in the film and watch up through the end of the court scene.
11/10/21 Objective: Analyze how selection of detail (and lines of dialogue) are used to establish the mood for the reader at the start of Act 4. First, we'll look at an excerpt of literary analysis about Arthur Miller and write a multi-sentence response to it. Then, we'll look at the paragraphs you wrote when the sub. was here. We'll make a list of possible adjectives to use to describe Elizabeth. After that, we'll go through our writing and highlight the different elements of the paragraph. Note: please don't turn this in until you've successfully included the quotes I provided and the paragraph is complete. After this, we'll dive into Act 4 in the play. Closing question: What change has taken place in some of the town's leaders since the start of the play?
11/9/21 Objective: Analyze the different strategies Abigail uses to protect herself in key moments of struggle in the text. Warm-up writing prompt. Then, we'll touch base about "How to Spot a Witch" on page 179 in the class copies of The Crucible and this worksheet. Next, we'll continue acting out Act 3. Homework: Complete the "How to Spot a Witch" worksheet if you didn't get it done.
11/8/21 Substitute in class. Read "How to Spot a Witch" on page 179 in the class copies of The Crucible. Then, work on completing this worksheet.
11/3-5/21 Objective: Analyze the development of the play's climactic moment---what does Miller do to heighten tension and intrigue in the courtroom scene to keep the audience engaged? We'll dive into Act 3 and read about Mary Warren's tense exchange with the judges! In the second half of the block, we'll make progress in the film. Pay attention to how the girls' power is depicted in the film. Can you see why they would have been seen as so convincing by all in the court room? Note: Grades are due this Friday from teachers. If you haven't completed the last assignment in Google Classroom---the paragraph about Elizabeth's advice---please make sure you finish it ASAP. Thanks!
11/2/21 Objective: Analyze the development of the play's climactic moment---what does Miller do to heighten tension and intrigue in the courtroom scene to keep the audience engaged? We'll start by using some language patterns in an Eraser Debate. Then, we'll dive back into Act 3. With 10-15 minutes left, we'll watch this scene in the film. Can you see how judges might have been impacted by Abigail's behavior in the court? What about her delivery would have been convincing for judges?
11/1/21 Objective: Apply character details and motivations to a series of predictions about what the second half of the play will have in store for audiences. We'll start by working on our prediction/recommendation sheet for various characters. Then, we'll have a mini-debate about the bonus question at the bottom of the sheet. After this, we'll start Act 3, the courtroom scene! The turning point of the play is coming! As we move through this scene, ask yourself: what pressures are riding on Judge Danforth's shoulders here? What ways is his character being pulled in multiple directions?
10/29/21 Objective: Act out the deleted scene at the end of Act 2 and discuss why this scene might not have been included in most published versions of the text---why might Miller have wanted it cut? We'll start with an opening question about the best way to teach this play in the future: will education be richer for students if lessons take place in the metaverse? Is acting out a play inherently more interesting---and with more opportunities for students---if it's done virtually in an artificial landscape? Pros? Cons? After this, we'll act out the deleted Act 2 scene between John and Abigail and discuss: why do you think this scene is often deleted from adaptations of the play? What does it do to our understanding of John and Abigail? In what way does it weaken the play (if you think it does)?
10/27-28/21 Objective: Apply character details and motivations to a series of predictions about what the second half of the play will have in store for audiences. Warm-up: How would an innocent person in modern times go about dealing with a false accusation of wrongdoing? What steps/tools would you need access to in order to get from under the accusation? Are these steps/tools available to Elizabeth? Next, we'll look at a sample response for our Elizabeth-advice paragraph that we did on Monday. We'll talk about the concepts of counterclaims/rebuttals and identify the different elements of the sample response. Then, you'll take a look at your sample response on Google Classroom. We'll swap these and see if we can come up with counterclaims for the points in some else's support paragraph. After this, we'll finish acting out Act 2. Once we finish this, if time, we'll work on a prediction/recommendation sheet for various characters.
10/26/21 Objective: Analyze how Elizabeth's and John's dilemma gets more complicated because of evidence that the court discovers. Start with a warm-up. Then, we'll act out the next section of Act 2 where Hale questions the Proctors. We'll stop at the key scene where evidence is discovered. At the end of class, if time, we'll watch this scene on film. What do you notice about Elizabeth's demeanor in this scene? Is this the type of response you'd expect someone to have? Homework: Finish the paragraph we started working on today if you didn't finish it in class.
10/25/21 Objective: Discuss the components of a literary analysis paragraph and then apply those concepts to a paragraph of our own. Warm-up discussion prompt: Think back to an argument you've won in the past. What was it that won the argument for you? What technique did you use to sway whoever you were speaking with? Next, we'll talk about model paragraph structure. After we discuss this, we'll write a paragraph in Google Classroom using this structure that answers this question: Did Elizabeth give John good advice when she told him to go to Abigail and tell her that he doesn't like her? Explain your position with examples (no quotes needed). 5-7 sent. minimum. Once we finish this, if there's time, we'll dive back into Act 2 and finish the scene with Rev. Hale. Homework: Finish the paragraph we started working on today if you didn't finish it in class.
10/22/21 Objective: Assess the different factors of John and Abigail's relationship that are complicating John's position at this point in the text + Analyze Elizabeth's conflicting pressures now that Abigail has openly started coming after her. First, warm-up writing prompt about John and Abigail. You'll write your paragraph on the half-slip of paper Mr. M gives you. He'll will write a sample paragraph in real time as you work. Then, we'll continue acting out the next section of the text where John and Elizabeth work through the recent bombshell that Abigail has started to accuse Elizabeth publicly.
10/20-21/21 Objective: Discuss comma use rules as they apply to parenthetical expressions + Analyze how the theme of trust impacts character decisions in Act 2. Start with this warm-up writing prompt. Then, mini grammar lesson on using commas with parenthetical expressions (pg. 148 in Mr. M's text). After this, we'll continue acting Act 2 and look at the scene where Elizabeth confronts John. We'll talk after we've heard both their sides of this issue in the scene: who do you side with here? Is John right in expecting Elizabeth to move on? Is Elizabeth right in reading John's actions as suspicious and continuing to bring up the affair? What's the "right" way to move forward for them as a couple?
10/19/21 Objective: Analyze how the theme of fear impacts character decisions in the play + Evaluate how mood is established and what effect it has on the way we view characters. First, collect the Act 1 analysis questions from yesterday. Then, warm-up writing prompt: How do human beings respond to fear? Generally, how do we as people react when we're afraid of something, someone, or some idea? Next, we'll go over the play's connection to McCarthyism. We'll take notes on this slideshow (starting on slide #12). After this, we'll start acting out Act 2 with John and Elizabeth. Pay attention to the mood that this scene creates. If you were an audience member watching this live, how would it feel? How would that mood impact how you felt toward John and Elizabeth? Whose side are you on in this scene? Homework: If you didn't turn in the Act 1 analysis questions at the start of class, make sure you finish these analysis questions for the opening scene of the play.
10/18/21 Objective: Reflect back on key developments from Act 1 and analyze their implications for the play moving forward + Go over the answers to our Native American literature exam. First, we'll start with this character chart puzzle. See if you can fill it in without looking at the text (if you need to look up names, though, that's okay---this is just for our review/practice). We'll go over the answer key when you're done. Next, we'll start working on these analysis questions for the opening scenes of the play. When there is 15 minutes left, we'll go over the answers to our Native American literature exam. NOTE: If you haven't taken the exam, see me ASAP to work out when we can get this done. Homework: Finish the handout if you didn't finish in class. Due Tuesday.
10/15/21 Objective: Compare two versions of a text---live theater adaptation and screenplay---for mood + Apply stage directions to the delivery of a scene. First, there is a new poetry club forming at AHS! And it's all virtual (for now), so it's VERY easy to participate in! If you want a safe, supportive option to share your poetry and get/give feedback, you should consider joining! Just type this code into Google Classroom: qbvvdvm
Next, we'll finish Act 1 today! Lots of things are about to go down! (Every act finishes with an explosive scene.) After we finish the text, we'll watch a large section of this part of the play and look at the film adaptation. What do you feel the film does well? How close does it match the printed text's tone?
10/13-14/21 Objective: Compare two versions of a text---live theater adaptation and screenplay---for mood + Apply stage directions to the delivery of a scene. Warm-up: Take a look at this adaptation of the play. It's the scene where Betty finally wakes up. What do you make of this delivery? Strengths? Weaknesses? Is this how you imagined Betty engaging with the other girls? Next, we'll write about how different characters would plan their next steps at this stage of the play. What would you do if you were ________? In your writing, map out a series of steps that your character could take to help fix the problems that they are facing at this point in the play. Here are some potential solution plans for Abigail, Tituba, and Rev. Parris. Then, we'll continue acting out Act 1. When we get to Hale's arrival, pay attention to the tone he takes with the other characters. How would you describe it? What is it rooted in?
10/12/21 Objective: Explore how themes are established at the start of a text through both setting and character description. Start with a writing/group activity about the primary cause of the Salem Witch Trials. Then, we'll continue to read and act out the opening scene of the play. As we read, think about: what opposing motivations do these different characters have at the start of the play? What is at stake for each of them? When there is 5-10 minutes left, we'll answer these questions on a half sheet of paper as an exit ticket. List each main character and explain what is motivating them at this stage of the play.
10/11/21 Objective: Explore how themes are established at the start of a text through both setting and character description. We'll dive right into the first few pages of the The Crucible (audiobook here) that establish the setting and initial tension in the plot. At the end of class, if time, we'll work on this writing/group activity about the primary cause of the Salem Witch Trials.
10/8/21 Objective: Gain historical context for the start of our next literary unit. Start with a warm up writing prompt. Then, hypothetical role playing activity to help us gain new perspectives. Next, slideshow on background information on Puritanical New England and the Salem Witch Trials. If time, we'll watch this short animated clip that was produced for the History Channel that explores one theory of what sparked the witch trials. Thoughts? What do you make of the idea that something so tragic could have been sparked by something so...simple? Finally, a few closing questions about today's content.
10/6-7/21 Objective: Final assessment for Native American literature unit. We'll take our assessment today. We'll basically split into two groups to tackle this:
GROUP 1: These students have finished their review guide from yesterday. You'll start today's class with your assessment.
GROUP2: These students have NOT finished their review guide from yesterday. You'll start today's class with 20 minutes to finish up the review guide. Then, you'll take the assessment.
When you finish, you'll work on submitting your origin myth if you haven't completed it and turned it in yet. If you have finished the origin myth, you're going to do some pre-reading research on the Salem witch trials. I want you to find and write down 10 interesting facts about this fascinating era of American history in advance of the start of our next unit. Record these in your notebook.
10/5/21 Objective: Go over our end-of-unit assessment and start working on the review guide. Start by looking at this fascinating tribal map of the world. Then, work on a warm-up writing prompt. After this, we'll spend much of today reviewing for our assessment next class. We'll the rest of the period working on a review sheet for the exam that you'll take on the block day this week. During this time, I'll pass back the coyote myth analysis questions. If you don't receive one back, it means I didn't get one from you. Once you're done with the review sheet, you'll spend time on the origin myth if you haven't submitted yours yet. If you have submitted your myth and finish the review sheet with time to spare, see if you can find a myth that you find interesting from one of our area's local tribes. Send me a link to it. Homework: Make sure review sheet is finished + Review texts that we looked at in this unit in advance of our assessment.
10/4/21 Objective: Analyze how indirect characterization details can help an author with developing characters + Go over our end-of-unit assessment and start working on the review guide. Warm-up: make a list T-chart in your notebook. On one side list facts about who you are---hobbies, age, interests, goals, etc. Next, on the other side, explain what someone could infer about you based on these details. After we chat about this, we'll work on this question sheet about conflict and characterization. (Here is a sample written response for that activity). In pairs, we'll try to fill out this chart and then work on the characterization writing on the back. Then, toward the end of class, pass out Native American literature final assessment review guide. We'll start working on this today and finish it in tomorrow's class.
10/1/21 Objective: Analyze how the power of a place can impact the identity of a character...and us. Start with a warm-up writing prompt. Next, we will examine N. Scott Momaday's figurative language by visually annotating the opening paragraph of The Way to Rainy Mountain using this sheet. Next, we'll look at a poem by the same author, N. Scott Momaday, that is called "The Delight Song of Tsoai Talee." Then, we'll try our hand at writing a Momaday-inspired text of our own. Look at what you mentioned in your warm-up response. These types of images and ideas will be the things you can add at the ends of your lines of your poem. Homework: Typed final draft due on TODAY by 4 pm. (As long as the version in Google Classroom is your finished, polished draft, you're good to go. No need to print it.)
9/29-30/21 Objective: Apply feedback---from both a peer and from Grammarly---to revisions that we'll make on our origin myths Start with a freewrite about yesterday's story "The Man to Send Rain Clouds." Then, we'll work on a writing assignment to help us see the central conflict in "The Man to Send Rain Clouds" from both sides. Once we write, we'll look at the structure of these sample paragraphs. Next, we'll all get a quick refresher on Grammarly and see how it works to drop text into it (directions how to create an account are HERE). Run the myth through Grammarly, make needed edits, and then drop it back into your Google Doc once you've made your grammatical edits. Then, we'll swap our myths with partners and look for key elements---setting, characters, conflict, lesson? Once we've done this, we'll do a final read through silently to see if we need to make any changes. Homework: Typed final draft due on Friday by 4 pm. (As long as the version in Google Classroom is your finished, polished draft, you're good to go. No need to print it.)
9/28/21 Objective: Compare how themes surrounding ceremony and ritual are expressed in two different cultures and two different texts. Start with a free-write on "ceremony." Next, watch the short BBC mini documentary on a fascinating funeral ceremony that people practice in Indonesia. After this, we'll read "The Man to Send Rain Clouds" by Leslie Marmon Silko (here is the PDF of the text). We'll compare how ceremony is valued by these two groups by reflecting on these questions. Homework: Make sure you finish the rough draft of your myth by our next class. Don't submit it yet---we'll work on revising these during the block days next week. + Finish writing your poem and send it to the Astoria Writer's Guild by Friday (this is optional but highly encouraged). Here's the email address to send it to, if you choose to do so: [email protected]
9/27/21 Objective: Use figurative language to write a poem that centers on a specific theme. We're going to do something a little different today in honor of a special event that will be happening in Astoria on Friday, November 5th. On that day Jericho Brown, a Pulitzer prize-winning poet, will be performing at the Liberty Theater and leading a local poetry writing workshop for students. We're going to work with one of Brown's poems today, a piece called "Duplex," and we'll try our hand at writing a piece of our own. First, we'll learn a bit about Brown via these slides. Then, we'll read and annotate "Duplex." Finally, we'll start working on the draft of a poem of our own that focuses on the theme of tradition. I invite you to submit your poem to a contest being run by the Astoria Writer's Guild (the local non-profit group that is hosting Brown here in Astoria). If you send it to [email protected] by Friday 10/1, you could win $100 gift card and the chance to perform with Brown on stage at the Liberty. !!!! Homework: Make sure you finish the rough draft of your myth by the block day this week. Don't submit it yet---we'll work on revising these during the block days next week. + Finish writing your poem and send it to the Writer's Guild by Friday (this is optional but highly encouraged).
9/24/21 Objective: Apply some of the structural and thematic ideas that we've been discussing regarding origin myths to a self-written origin myth of your own. We'll use today's class to make significant progress on our origin myths. First, we'll look at the rubric I will use to score these. Then, we'll spend the rest of the period drafting. Our goal today is to get as much of our origin myth done as possible. If you finish your rough draft today, make sure you drop the myth into Grammarly (directions how to create an account are HERE) before submission to check for errors. Homework: Make sure you finish the rough draft of your myth by the block day next week. Don't submit it yet---we'll work on revising these during the block days next week.
9/22-23/21 Objective: Apply some of the structural and thematic ideas that we've been discussing regarding origin myths to a self-written origin myth of your own. First, we'll start with looking at the details for our origin myth assignment. Then, we'll read over a sample origin myth and label its different components. Next, you'll have time to start working on your myth. Step 1: Brainstorm and map out the general plot of the myth (see Mr. Morgan's graphic organizer on the board for how to do this.) Step 2: Begin drafting--> Head to Google Classroom to create your doc. for this assignment. For the last 10 minutes of class: work on finishing your analysis questions for the two coyote myths (we started these questions yesterday). Homework: Come and see me during tutorial if you didn't make progress on your origin myth in class today and get to the drafting stage.
9/21/21 Objective: Analyze the themes present in two different stories + Compare similar characters across two texts. Warm-up free-write: How different would this world be if it was overrun with tricksters? What keeps tricksters in check in modern society? We'll split today's class into two parts: 1st part: work on this set of questions about both coyote myths. 2nd part of class: we'll go over the details for our origin myth assignment. Then, time to brainstorm on potential myth topics. Feel free to look back at your myth notes that we took at the start of the unit. Homework: Settle on a topic for your myth and try to think about the key aspects of your story.
9/20/21 Objective: Explore how a trickster character can influence the plot of a myth and make it more compelling for the audience + Compare similar characters across text. In honor of our next text about buffalo, start with this. Then, listen to "Coyote and the Buffalo" (here is the audio version), and "Fox and Coyote and Whale" (here is the audio version). Then, if time, grammar touch base (plurals vs. possessives, pg. 64 in Mr. M's text). Closing question: from the perspective of a storyteller or a writer, what value do tricksters have to the plot of a story? What can they do for a story?
9/17/21 Objective: Analyze how literary devices like tone, repetition, and figurative language help to communicate the purpose of a poem. Warm up: Watch Tewa buffalo dance. In your notebooks, jot down what you notice about the song and the performance. How is this different from music you normally listen to? Then, we'll touch base about the two questions we closed our block period class with---one relates to the straight mind/crooked mind, and the other relates to the most applicable moral/lesson at the heart of "The World on the Turtle's Back." Next, read and annotate "Song of the Sky Loom" and "Hunting Song." After we read, we'll answer these partner questions in pairs and check our answers.
9/15-16/21 Objective: Analyze the themes present in a text and explain how those themes might reflect the cultural values of the tribe that created that text. First, a minute to look over your notes from yesterday's slideshow about Native American literature. Then, warm up: Eraser Debate activity using info. from yesterday's slides. Next, we'll finish reading "The World on the Turtle's Back" (here is the audio book for this story). Then, a 'round the room question activity in pairs. Next, in your notebooks, tackle two questions that we'll use as the basis for a class discussion.
9/14/21 Objective: Gain cultural context for the themes present in our Native American literature unit + Read the start of our first text and look for some of those themes. Warm up free-write: If a people's art and culture reflect their values, what might early Native American myths reflect? What values do you expect to see shine through in the stories we read throughout this unit? Then, we'll look at Prezi presentation about Native American myths to help us prepare for the start of our Native American literature unit (transcript of slides here). After this, if there is time, we'll start reading the Iroquois creation myth "The World on the Turtle's Back" (here is the text, and here is the audio book for this story).
9/13/21 Objective: Become familiar with class expectations. First, a reminder: the student information survey we worked on on Friday is due by midnight tonight. If you haven't finished it yet, please make sure you wrap things up. It can be found on our Google Classroom page. (See me if you have any issues getting logged on to Google Classroom---you all should have been automatically added to your respective Google Classroom pages.). Next, we'll head to get our pictures taken. Then, we'll go over the class syllabus.
1/25-26/22 Final exam. After we finish the exam, we'll take an end-of-semester survey.
1/23/22 Objective: Prepare for our final exam. Last class day of the term! We'll do a 'round the room review activity with partners. Next, I'll give students time to work on the literary term review guide. Homework: Study your flash cards for your 20 key literary terms for the final. Get rest tonight! Come in to school rested and alert on Tues. and Wed.
1/21/22 Objective: Prepare for our final exam + Go over a valuable study technique that can be used in any class/job scenario First, a question: if you had to learn thousands---THOUSANDS---of pieces of information in a short amount of time, what would be your approach? Is it even possible? Next, we'll talk about a powerful technique that makes remembering information very easy. Then, we'll apply this technique to our 20 key literary terms. These terms will be a large focus of our exam---it's crucial you know them well when you take our final. After we study today, we'll spend time starting to fill out our literary term review guide. Homework: Study your literary terms + read any sections of Of Mice and Men you may have missed.
1/19-20/22 Objective: Debate what theme emerges most clearly at the novel's end: a message about love or a message about fear? Warm-up: Make a five-step plan for George and Lennie to deal with the tragic death of Curley's wife? What should they do next? Note: your plan must be realistic based on who we know the characters to be at this point in the novel. Then, we'll read the play's final scene! Once it's over, we'll look at the final scene in the film. As we watch: how well does the film capture the spirit of Steinbeck's final pages? Does it capture the human side of this scene? (here is the audiobook for Of Mice and Men). 3:35:55 in the audiobook. After this, we'll debate whether or not this final scene was an act of love or fear. Once we hear the opposing sides reasons, we'll come up with counterclaims to attack those reasons. Homework: Study your 20 key literary terms for our final exam next week.
1/18/22 Objective: Evaluate how Steinbeck structures the climax of the book + Make predictions about how the plot will be resolved. We'll start with making a list of plotlines that still must be resolved before the book's ending. Which of these is the most significant (ie. the one readers are most invested in at this point in the story)? What potential barriers are there to this being resolved? Next, we'll listen to and discuss the next few pages of the text up to page 91 (here is the audiobook for Of Mice and Men). 2:59:30 in the audiobook. First, where should the blame, if any, be placed here? How much is someone at fault for what happens? Next, what should (or must) happen next? If time, we'll watch this scene in the film. Homework: Read to the bottom of pg. 98
1/14/22 Objective: Evaluate how the theme of loneliness is further developed by both Crooks and Lennie. We'll start by completing a warm-up free write. Next, we'll go over a comma rules cheat sheet. Hold on to this---we'll continue to refer to it in semester two. After this, we'll watch the Lennie/Crooks conversation that you read about in last night's reading. Can you see how Crooks is being vulnerable here and talking about one of the harsh realities associated with migrant labor at the time? Can you see how his ideas about loneliness are intensified by race relations on the ranch? If time, we'll read the next page or two together when Curley's wife arrives---how does her arrival continue the conversation about loneliness? Homework: Finish the section and read up until the bottom of 83.
1/12-13/22 Objective: Analyze the implications of one of the key moments of conflict in the story---THE FIGHT! Character motivations and plot impact of Lennie's actions. We'll start with looking the pivotal Curley vs. Lennie fight scene that you read last night. We'll look at the last few pages of the section together (here is the audiobook for Of Mice and Men. This is the top of pg. 62 in novel (2:11:53 in the audiobook). We'll read until the bottom of page 65 in the text. After this, we'll break into groups and tackle these these discussion questions and then share our responses. We'll watch the fight scene in the film (warning: it's pretty intense). At the end of class, we'll start to debate this question: Did Lennie make the right decision in this scene? Why/why not? What potential outcomes might result from his interaction with Curley here? Homework for Friday: Read to the bottom of pg. 76
1/11/22 Objective: Apply our knowledge of literary techniques to the characterization of Curley and Slim. We'll start with a few highlights from last night's reading: meeting Carlson, George and Slim connect, and Lennie's new puppy. Next, finishing Step 2 and Step 3 from the assignment about Curly and Slim that we started yesterday. After you're done writing your paragraph, we'll look at a sample paragraph for the Slim/Curley writing assignment. How close is your paragraph to the sample? Next, we'll read and listen to along the audiobook for Of Mice and Men starting at 1:33:23 (this is the top of page 44 in the novel). When Candy consents to having his dog shot, why do you think he does this? What is at play here for him and the other ranch hands? Homework: Read up to the bottom of pg. 65 in the text. Key moment is in this section!
1/10/22 Objective: Analyze how Steinbeck uses literary techniques to develop the characters of Curley and Slim. We'll start with touching base about key details from last night's reading. Then, we'll read/listen to the next few pages of the text, up to the top of page 34. Here is the audiobook for Of Mice and Men. After this, we'll look at two key moments of the text: when Curly is first introduced on pg. 25, and when Slim is first introduced on pg. 33. Once we read this, section, we'll work with each of their descriptions by working on the beginning of this activity. With 10 minutes left in class, we'll watch another few scenes of the film. Homework: Read to the bottom of page 44 in the text.
1/5-6/22 Objective: Gain historical context for a dynamic that is about to emerge in the text between various characters + Go over the second half of our 20 literary terms. Warm up writing prompt. Then, we'll go over slides related to Jim Crow-era racism in the U.S. to better understand the racist attitudes portrayed in Of Mice and Men. We'll finish class with going over the final 10 literary terms in our packet. Homework: Read up to page 27 in in Of Mice and Men.
1/4/22 Objective: Reflect on our essay feedback for our Crucible essays. + Go over the second half of our 20 literary terms. First, a question: Which type of feedback has more potential to change a student's writing---qualitative (descriptive) feedback, or a letter grade? Why/how? Next, we'll look at the writing you finished last night about how Steinbeck uses diction to characterize George. Circle your analysis sentences and double check: do those sentences directly explain how specific words help portray George as overwhelmed? Then, we'll get our essay rubrics back and listen to our recorded feedback for our Crucible essays. We'll finish by going over the second half of these 20 key literary terms.
1/3/22 Objective: Discuss how specific literary techniques are being used to help establish the character identities of George and Lennie. + Go over the first half of our 20 literary terms. First, a few housekeeping announcements about the remainder of the semester and our essays. Next, we'll go over the first half of these 20 key literary terms. Then, we'll put these terms to use and we'll write an analysis paragraph that explains how Steinbeck uses one of these terms--diction--to characterize George. Homework: Finish the paragraph you wrote in class today if you didn't finish.
12/17/21 Objective: Compare the depiction of George and Lennie's relationship in the text with the one portrayed in the film. We have a short class today because of the adjusted bell schedule. We'll start with a bit of feedback from the survey data about the essay unit. Then, we'll watch the opening scenes of the film and talk about the way George and Lennie are depicted---how close do you think this film adaptation comes to capturing the dynamic Steinbeck wrote about in the text?
12/15-16/21 Objective: Discuss how specific literary techniques are being used to help establish the character identities of George and Lennie. We'll start with finishing reading/listening to the first section of the text (stop at the bottom of page 16). Here is the audiobook for Of Mice and Men. Then, after we finish we'll start to compare George and Lennie's reality to their fantasy.
12/14/21 Objective: Apply Steinbeck's stylistic decisions (sensory imagery, nature-based nouns, etc.) to a setting paragraph of our own + Begin to think about the theme of a complicated friendship and how this could influence the story's plot. First, we'll take a look at the imitation paragraph assignment from yesterday. We'll start with 10 minutes for us to write a paragraph of our own that mirrors Steinbeck's style. Then we'll get into two rows and do a conversation activity with a series of questions about friendship. After this, we'll listen to the first section of the text together (audiobook for Of Mice and Men). As we listen and read, pay attention to how George and Lennie interact. What is it about their relationship that reveals a closeness, an intimacy? Would you describe their relationship as healthy? Why or why not?
12/13/21 Objective: Reflect on our essay writing unit and how effective the process was for us + Start to gain the background contextual information for our next unit. First, we'll head to Google Classroom and fill out a Google Form survey on your experience during the essay writing unit for The Crucible. After this, we'll dive into background information about Of Mice and Men by going through some historical context slides (we'll start with slide 5). After this, if we have time, we'll start a word analysis of these paragraphs and then try emulate Steinbeck's writing style with a paragraph of our own. Homework: Read your final draft out loud. Make sure you run it through Grammarly. Hit "Turn In" on your Google Doc anytime before midnight tonight to turn in your essay. If I receive it after that time and we haven't discussed an extension, I apply a 10% late penalty to it.
12/10/21 Objective: Analyze how an author establishes setting at the start of a text + Evaluate the tone that is established at the start of a text. We'll start our next unit on the text Of Mice and Men today. First, warm-up free write: how important is the length of a text when trying to decide if it's literature? Are longer texts more likely to be considered to have literary value? Are shorter texts less likely to have literary value? Then, we'll look at this preview and take note of two things: themes that will likely be present in this text and words/adjectives to describe the setting. Then, we'll read and annotate the opening paragraphs of Of Mice and Men. Homework: Read your final draft out loud. Make sure you run it through Grammarly. Hit "Turn In" on your Google Doc anytime before midnight on Monday to turn in your essay. If I receive it after that time and we haven't discussed an extension, I apply a 10% late penalty to it.
12/8-9/21 Objective: Put the finishing touches on our Crucible essays. Start by going over the rubric for this essay. Make sure you're particularly clear on the ideas in the Proficient column. Then, dive back into the draft. If you're basically done the draft, go to Grammarly.com to use the online editing tool (directions on how to create a premium account are HERE). Accept or reject the suggestions that Grammarly makes, and then drop the revised text back into your Google Doc. Once you finish this editing step, raise your hand so I (or the sub) can swap your essay with another student who is done and have you complete the revision checklists for our rough drafts. After we get feedback from a peer reviewer, we'll make changes to our essay and, hopefully, be in a position to read the essay out loud one last time tonight before submission. Everyone who is still writing: you'll use this time to get caught up and continue drafting. When you finish, follow the steps above. Homework: Make any changes to your essay that you need to make. Read it out loud. Run it through Grammarly. Final draft due in Google Classroom by Monday at midnight. If it comes in after that and we haven't spoken about an extension, I'll apply a 10% late penalty.
12/7/21 Objective: Make progress on our conclusion paragraph. First, we'll start by talking about conclusion basics and we'll talk about Work Cited page tips. We'll also do a refresher on MLA formatting. Then, we'll get Chromebooks and start to create these final two parts of our rough draft. Homework: Finish your rough draft. We will revise the draft on the block day.
12/6/21 Objective: Make progress on our counterclaim paragraph. First, we'll start by talking about the counterclaim paragraph and looking at a sample paragraph. Then, we'll continue drafting and start work on the counterclaim paragraph. Use the final column of the brainstorming sheet that we filled in on Friday to help map out this paragraph. Homework: Make sure your first four paragraphs are finished for tomorrow.
12/3/21 Objective: Make progress on our second support paragraph + Map out evidence and analysis for our counterclaim paragraph so we are in a good position to draft this para. on Monday. First, we'll take a look at the third column on the back of our brainstorming sheet for our body paragraphs. We'll choose one of our counterclaims to expand upon and pick a quote for, and then we'll explain how that quote could be tied to the claim. Next, we'll continue drafting and work on completing our second support paragraph. Homework: Make sure second support body paragraph is done for Monday.
12/1-2/21 Objective: Go over the basics of a body paragraph and try to apply these ideas to a paragraph of our own. First, we'll start by going over some tips and tricks for support body paragraphs. We'll read and mark up a sample support paragraph. Then, we'll revisit the back of brainstorming sheet for our body paragraphs. For each of your paragraphs, we'll look for a good quote from the text that shows the main claim of the paragraph. I can help you track down scenes/quotes. Next, we'll continue drafting. Today we'll work on our two supporting body paragraphs. Homework: Make sure your first body paragraph is done for Friday.
11/30/21 Objective: Go over the basics of an introduction paragraph and try to apply these ideas to a paragraph of our own. Today we will focus on a few things: finishing the first page of brainstorming for our body paragraphs, finishing the introduction paragraph baseline pre-test from yesterday, and writing the rough draft of our introduction paragraphs for our Crucible essay. We'll begin by talking specifically about parts of introduction. We'll take notes on this and look at a sample introduction paragraph. We'll spend the second half of class starting to draft. We'll start with the introduction. Note: if you weren't here yesterday, please step into the hall to complete your introduction baseline sample on Google Classroom. Once you're done, I can fill you in on the introduction notes. Homework: Make sure your introduction is finished for our block class.
11/29/21 Objective: Complete an introduction paragraph baseline writing sample + Begin brainstorming for our essay. First, we'll do an introduction paragraph pre-test assignment. Head to Google Classroom to complete this. Then, we'll start brainstorming for our final essay on The Crucible. We'll complete the front side of this brainstorming sheet today. Homework: Make sure the front part of your brainstorming sheet is finished for tomorrow's class.
11/23/21 Objective: Compare a narrative voice in a poem to that of the protagonist of the play + Discuss the parameters for our end-of-text essay. First, we'll read the poem "Conversations with an American Writer" by Yevgeny Yevtushenko on page 163 in our Crucible texts. We'll talk about how the poem's speaker shows direct parallels to Proctor's character. What makes them similar? How are they different? Then, we'll talk about the final essay assignment for The Crucible. After this, we'll spend the last 15-20 minutes of class watching the end of the film. What do you notice about the mood of the final execution scene compared to the prior executions? What aspects of the film contribute to this shift in mood?
11/19/21 Objective: Discuss the "Echoes from the Corridor" information---is there room here for further elaboration? + Edit our writing from Monday (Grammarly/highlighting) + Compare the printed version of the text to the film. We'll start first by looking at the final page or two of the play. What details here could use extra elaboration? Then, we'll get Chromebooks and revisit the writing you tackled earlier in the week. For folks who finished: run the writing through Grammarly and make final edits before submission. For folks who haven't finished: make progress and try to wrap things up by the start of class tomorrow (come to tutorial if you need work time/space). After this, we'll watch the next section of the film and compare the content there to what we've acted out. Pay special attention to John and Elizabeth's performance. What do they do in the film that honors the tone that Miller attempts to achieve with their printed lines?
11/17-18/21 Objective: Analyze how Miller brings closure to the play and resolves the remaining open plot lines at the end of Act 4. Warm-up: We'll work in on a worksheet that connects different proverbs to The Crucible (worksheet here). Next, we'll annotate a resource on mood vs. theme. Then, we'll finish the play! After we finish: is this how you imagined things wrapping up? As audience members, does the ending of the play bring a sense of closure to you? Why or why not? With 15 minutes left in the class, we'll get Chromebooks and revisit the writing you tackled yesterday.
11/16/21 Objective: Apply stage directions to Act 4 and try to accurately establish the ominous mood at the start of the act + Edit our writing from yesterday (Grammarly/highlighting). Warm-up: If we were to stage a scene in a jail in Salem in the 1690s, what aspects of the setting might help us establish an ominous mood? We'll make a list together. Then, we'll dive into Act 4. As we read, pay attention to the details Miller includes here to make things feel unsettling and ominous for the audience.
11/15/21 SUB. IN CLASS. Objective: Write a support and counterclaim paragraph for an argumentative writing prompt. First, read over two sample paragraphs for the prompt that we brainstormed for on Friday (here is the brainstorming chart). Then, head to Google Classroom to complete the two paragraphs. Please highlight your paragraphs and run them through Grammarly before submission.
11/12/21 Objective: Brainstorm for an argumentative writing assignment that we'll tackle on Monday + Compare the film adaptation to the text---what is so compelling about the court scene in the film version of the text? Start with a warm-up writing prompt. Then, we'll spend a few minutes working on filling out a brainstorming chart for a writing assignment we'll tackle next week. We'll spend the rest of the period making progress in the film and watch up through the end of the court scene.
11/10/21 Objective: Analyze how selection of detail (and lines of dialogue) are used to establish the mood for the reader at the start of Act 4. First, we'll look at an excerpt of literary analysis about Arthur Miller and write a multi-sentence response to it. Then, we'll look at the paragraphs you wrote when the sub. was here. We'll make a list of possible adjectives to use to describe Elizabeth. After that, we'll go through our writing and highlight the different elements of the paragraph. Note: please don't turn this in until you've successfully included the quotes I provided and the paragraph is complete. After this, we'll dive into Act 4 in the play. Closing question: What change has taken place in some of the town's leaders since the start of the play?
11/9/21 Objective: Analyze the different strategies Abigail uses to protect herself in key moments of struggle in the text. Warm-up writing prompt. Then, we'll touch base about "How to Spot a Witch" on page 179 in the class copies of The Crucible and this worksheet. Next, we'll continue acting out Act 3. Homework: Complete the "How to Spot a Witch" worksheet if you didn't get it done.
11/8/21 Substitute in class. Read "How to Spot a Witch" on page 179 in the class copies of The Crucible. Then, work on completing this worksheet.
11/3-5/21 Objective: Analyze the development of the play's climactic moment---what does Miller do to heighten tension and intrigue in the courtroom scene to keep the audience engaged? We'll dive into Act 3 and read about Mary Warren's tense exchange with the judges! In the second half of the block, we'll make progress in the film. Pay attention to how the girls' power is depicted in the film. Can you see why they would have been seen as so convincing by all in the court room? Note: Grades are due this Friday from teachers. If you haven't completed the last assignment in Google Classroom---the paragraph about Elizabeth's advice---please make sure you finish it ASAP. Thanks!
11/2/21 Objective: Analyze the development of the play's climactic moment---what does Miller do to heighten tension and intrigue in the courtroom scene to keep the audience engaged? We'll start by using some language patterns in an Eraser Debate. Then, we'll dive back into Act 3. With 10-15 minutes left, we'll watch this scene in the film. Can you see how judges might have been impacted by Abigail's behavior in the court? What about her delivery would have been convincing for judges?
11/1/21 Objective: Apply character details and motivations to a series of predictions about what the second half of the play will have in store for audiences. We'll start by working on our prediction/recommendation sheet for various characters. Then, we'll have a mini-debate about the bonus question at the bottom of the sheet. After this, we'll start Act 3, the courtroom scene! The turning point of the play is coming! As we move through this scene, ask yourself: what pressures are riding on Judge Danforth's shoulders here? What ways is his character being pulled in multiple directions?
10/29/21 Objective: Act out the deleted scene at the end of Act 2 and discuss why this scene might not have been included in most published versions of the text---why might Miller have wanted it cut? We'll start with an opening question about the best way to teach this play in the future: will education be richer for students if lessons take place in the metaverse? Is acting out a play inherently more interesting---and with more opportunities for students---if it's done virtually in an artificial landscape? Pros? Cons? After this, we'll act out the deleted Act 2 scene between John and Abigail and discuss: why do you think this scene is often deleted from adaptations of the play? What does it do to our understanding of John and Abigail? In what way does it weaken the play (if you think it does)?
10/27-28/21 Objective: Apply character details and motivations to a series of predictions about what the second half of the play will have in store for audiences. Warm-up: How would an innocent person in modern times go about dealing with a false accusation of wrongdoing? What steps/tools would you need access to in order to get from under the accusation? Are these steps/tools available to Elizabeth? Next, we'll look at a sample response for our Elizabeth-advice paragraph that we did on Monday. We'll talk about the concepts of counterclaims/rebuttals and identify the different elements of the sample response. Then, you'll take a look at your sample response on Google Classroom. We'll swap these and see if we can come up with counterclaims for the points in some else's support paragraph. After this, we'll finish acting out Act 2. Once we finish this, if time, we'll work on a prediction/recommendation sheet for various characters.
10/26/21 Objective: Analyze how Elizabeth's and John's dilemma gets more complicated because of evidence that the court discovers. Start with a warm-up. Then, we'll act out the next section of Act 2 where Hale questions the Proctors. We'll stop at the key scene where evidence is discovered. At the end of class, if time, we'll watch this scene on film. What do you notice about Elizabeth's demeanor in this scene? Is this the type of response you'd expect someone to have? Homework: Finish the paragraph we started working on today if you didn't finish it in class.
10/25/21 Objective: Discuss the components of a literary analysis paragraph and then apply those concepts to a paragraph of our own. Warm-up discussion prompt: Think back to an argument you've won in the past. What was it that won the argument for you? What technique did you use to sway whoever you were speaking with? Next, we'll talk about model paragraph structure. After we discuss this, we'll write a paragraph in Google Classroom using this structure that answers this question: Did Elizabeth give John good advice when she told him to go to Abigail and tell her that he doesn't like her? Explain your position with examples (no quotes needed). 5-7 sent. minimum. Once we finish this, if there's time, we'll dive back into Act 2 and finish the scene with Rev. Hale. Homework: Finish the paragraph we started working on today if you didn't finish it in class.
10/22/21 Objective: Assess the different factors of John and Abigail's relationship that are complicating John's position at this point in the text + Analyze Elizabeth's conflicting pressures now that Abigail has openly started coming after her. First, warm-up writing prompt about John and Abigail. You'll write your paragraph on the half-slip of paper Mr. M gives you. He'll will write a sample paragraph in real time as you work. Then, we'll continue acting out the next section of the text where John and Elizabeth work through the recent bombshell that Abigail has started to accuse Elizabeth publicly.
10/20-21/21 Objective: Discuss comma use rules as they apply to parenthetical expressions + Analyze how the theme of trust impacts character decisions in Act 2. Start with this warm-up writing prompt. Then, mini grammar lesson on using commas with parenthetical expressions (pg. 148 in Mr. M's text). After this, we'll continue acting Act 2 and look at the scene where Elizabeth confronts John. We'll talk after we've heard both their sides of this issue in the scene: who do you side with here? Is John right in expecting Elizabeth to move on? Is Elizabeth right in reading John's actions as suspicious and continuing to bring up the affair? What's the "right" way to move forward for them as a couple?
10/19/21 Objective: Analyze how the theme of fear impacts character decisions in the play + Evaluate how mood is established and what effect it has on the way we view characters. First, collect the Act 1 analysis questions from yesterday. Then, warm-up writing prompt: How do human beings respond to fear? Generally, how do we as people react when we're afraid of something, someone, or some idea? Next, we'll go over the play's connection to McCarthyism. We'll take notes on this slideshow (starting on slide #12). After this, we'll start acting out Act 2 with John and Elizabeth. Pay attention to the mood that this scene creates. If you were an audience member watching this live, how would it feel? How would that mood impact how you felt toward John and Elizabeth? Whose side are you on in this scene? Homework: If you didn't turn in the Act 1 analysis questions at the start of class, make sure you finish these analysis questions for the opening scene of the play.
10/18/21 Objective: Reflect back on key developments from Act 1 and analyze their implications for the play moving forward + Go over the answers to our Native American literature exam. First, we'll start with this character chart puzzle. See if you can fill it in without looking at the text (if you need to look up names, though, that's okay---this is just for our review/practice). We'll go over the answer key when you're done. Next, we'll start working on these analysis questions for the opening scenes of the play. When there is 15 minutes left, we'll go over the answers to our Native American literature exam. NOTE: If you haven't taken the exam, see me ASAP to work out when we can get this done. Homework: Finish the handout if you didn't finish in class. Due Tuesday.
10/15/21 Objective: Compare two versions of a text---live theater adaptation and screenplay---for mood + Apply stage directions to the delivery of a scene. First, there is a new poetry club forming at AHS! And it's all virtual (for now), so it's VERY easy to participate in! If you want a safe, supportive option to share your poetry and get/give feedback, you should consider joining! Just type this code into Google Classroom: qbvvdvm
Next, we'll finish Act 1 today! Lots of things are about to go down! (Every act finishes with an explosive scene.) After we finish the text, we'll watch a large section of this part of the play and look at the film adaptation. What do you feel the film does well? How close does it match the printed text's tone?
10/13-14/21 Objective: Compare two versions of a text---live theater adaptation and screenplay---for mood + Apply stage directions to the delivery of a scene. Warm-up: Take a look at this adaptation of the play. It's the scene where Betty finally wakes up. What do you make of this delivery? Strengths? Weaknesses? Is this how you imagined Betty engaging with the other girls? Next, we'll write about how different characters would plan their next steps at this stage of the play. What would you do if you were ________? In your writing, map out a series of steps that your character could take to help fix the problems that they are facing at this point in the play. Here are some potential solution plans for Abigail, Tituba, and Rev. Parris. Then, we'll continue acting out Act 1. When we get to Hale's arrival, pay attention to the tone he takes with the other characters. How would you describe it? What is it rooted in?
10/12/21 Objective: Explore how themes are established at the start of a text through both setting and character description. Start with a writing/group activity about the primary cause of the Salem Witch Trials. Then, we'll continue to read and act out the opening scene of the play. As we read, think about: what opposing motivations do these different characters have at the start of the play? What is at stake for each of them? When there is 5-10 minutes left, we'll answer these questions on a half sheet of paper as an exit ticket. List each main character and explain what is motivating them at this stage of the play.
10/11/21 Objective: Explore how themes are established at the start of a text through both setting and character description. We'll dive right into the first few pages of the The Crucible (audiobook here) that establish the setting and initial tension in the plot. At the end of class, if time, we'll work on this writing/group activity about the primary cause of the Salem Witch Trials.
10/8/21 Objective: Gain historical context for the start of our next literary unit. Start with a warm up writing prompt. Then, hypothetical role playing activity to help us gain new perspectives. Next, slideshow on background information on Puritanical New England and the Salem Witch Trials. If time, we'll watch this short animated clip that was produced for the History Channel that explores one theory of what sparked the witch trials. Thoughts? What do you make of the idea that something so tragic could have been sparked by something so...simple? Finally, a few closing questions about today's content.
10/6-7/21 Objective: Final assessment for Native American literature unit. We'll take our assessment today. We'll basically split into two groups to tackle this:
GROUP 1: These students have finished their review guide from yesterday. You'll start today's class with your assessment.
GROUP2: These students have NOT finished their review guide from yesterday. You'll start today's class with 20 minutes to finish up the review guide. Then, you'll take the assessment.
When you finish, you'll work on submitting your origin myth if you haven't completed it and turned it in yet. If you have finished the origin myth, you're going to do some pre-reading research on the Salem witch trials. I want you to find and write down 10 interesting facts about this fascinating era of American history in advance of the start of our next unit. Record these in your notebook.
10/5/21 Objective: Go over our end-of-unit assessment and start working on the review guide. Start by looking at this fascinating tribal map of the world. Then, work on a warm-up writing prompt. After this, we'll spend much of today reviewing for our assessment next class. We'll the rest of the period working on a review sheet for the exam that you'll take on the block day this week. During this time, I'll pass back the coyote myth analysis questions. If you don't receive one back, it means I didn't get one from you. Once you're done with the review sheet, you'll spend time on the origin myth if you haven't submitted yours yet. If you have submitted your myth and finish the review sheet with time to spare, see if you can find a myth that you find interesting from one of our area's local tribes. Send me a link to it. Homework: Make sure review sheet is finished + Review texts that we looked at in this unit in advance of our assessment.
10/4/21 Objective: Analyze how indirect characterization details can help an author with developing characters + Go over our end-of-unit assessment and start working on the review guide. Warm-up: make a list T-chart in your notebook. On one side list facts about who you are---hobbies, age, interests, goals, etc. Next, on the other side, explain what someone could infer about you based on these details. After we chat about this, we'll work on this question sheet about conflict and characterization. (Here is a sample written response for that activity). In pairs, we'll try to fill out this chart and then work on the characterization writing on the back. Then, toward the end of class, pass out Native American literature final assessment review guide. We'll start working on this today and finish it in tomorrow's class.
10/1/21 Objective: Analyze how the power of a place can impact the identity of a character...and us. Start with a warm-up writing prompt. Next, we will examine N. Scott Momaday's figurative language by visually annotating the opening paragraph of The Way to Rainy Mountain using this sheet. Next, we'll look at a poem by the same author, N. Scott Momaday, that is called "The Delight Song of Tsoai Talee." Then, we'll try our hand at writing a Momaday-inspired text of our own. Look at what you mentioned in your warm-up response. These types of images and ideas will be the things you can add at the ends of your lines of your poem. Homework: Typed final draft due on TODAY by 4 pm. (As long as the version in Google Classroom is your finished, polished draft, you're good to go. No need to print it.)
9/29-30/21 Objective: Apply feedback---from both a peer and from Grammarly---to revisions that we'll make on our origin myths Start with a freewrite about yesterday's story "The Man to Send Rain Clouds." Then, we'll work on a writing assignment to help us see the central conflict in "The Man to Send Rain Clouds" from both sides. Once we write, we'll look at the structure of these sample paragraphs. Next, we'll all get a quick refresher on Grammarly and see how it works to drop text into it (directions how to create an account are HERE). Run the myth through Grammarly, make needed edits, and then drop it back into your Google Doc once you've made your grammatical edits. Then, we'll swap our myths with partners and look for key elements---setting, characters, conflict, lesson? Once we've done this, we'll do a final read through silently to see if we need to make any changes. Homework: Typed final draft due on Friday by 4 pm. (As long as the version in Google Classroom is your finished, polished draft, you're good to go. No need to print it.)
9/28/21 Objective: Compare how themes surrounding ceremony and ritual are expressed in two different cultures and two different texts. Start with a free-write on "ceremony." Next, watch the short BBC mini documentary on a fascinating funeral ceremony that people practice in Indonesia. After this, we'll read "The Man to Send Rain Clouds" by Leslie Marmon Silko (here is the PDF of the text). We'll compare how ceremony is valued by these two groups by reflecting on these questions. Homework: Make sure you finish the rough draft of your myth by our next class. Don't submit it yet---we'll work on revising these during the block days next week. + Finish writing your poem and send it to the Astoria Writer's Guild by Friday (this is optional but highly encouraged). Here's the email address to send it to, if you choose to do so: [email protected]
9/27/21 Objective: Use figurative language to write a poem that centers on a specific theme. We're going to do something a little different today in honor of a special event that will be happening in Astoria on Friday, November 5th. On that day Jericho Brown, a Pulitzer prize-winning poet, will be performing at the Liberty Theater and leading a local poetry writing workshop for students. We're going to work with one of Brown's poems today, a piece called "Duplex," and we'll try our hand at writing a piece of our own. First, we'll learn a bit about Brown via these slides. Then, we'll read and annotate "Duplex." Finally, we'll start working on the draft of a poem of our own that focuses on the theme of tradition. I invite you to submit your poem to a contest being run by the Astoria Writer's Guild (the local non-profit group that is hosting Brown here in Astoria). If you send it to [email protected] by Friday 10/1, you could win $100 gift card and the chance to perform with Brown on stage at the Liberty. !!!! Homework: Make sure you finish the rough draft of your myth by the block day this week. Don't submit it yet---we'll work on revising these during the block days next week. + Finish writing your poem and send it to the Writer's Guild by Friday (this is optional but highly encouraged).
9/24/21 Objective: Apply some of the structural and thematic ideas that we've been discussing regarding origin myths to a self-written origin myth of your own. We'll use today's class to make significant progress on our origin myths. First, we'll look at the rubric I will use to score these. Then, we'll spend the rest of the period drafting. Our goal today is to get as much of our origin myth done as possible. If you finish your rough draft today, make sure you drop the myth into Grammarly (directions how to create an account are HERE) before submission to check for errors. Homework: Make sure you finish the rough draft of your myth by the block day next week. Don't submit it yet---we'll work on revising these during the block days next week.
9/22-23/21 Objective: Apply some of the structural and thematic ideas that we've been discussing regarding origin myths to a self-written origin myth of your own. First, we'll start with looking at the details for our origin myth assignment. Then, we'll read over a sample origin myth and label its different components. Next, you'll have time to start working on your myth. Step 1: Brainstorm and map out the general plot of the myth (see Mr. Morgan's graphic organizer on the board for how to do this.) Step 2: Begin drafting--> Head to Google Classroom to create your doc. for this assignment. For the last 10 minutes of class: work on finishing your analysis questions for the two coyote myths (we started these questions yesterday). Homework: Come and see me during tutorial if you didn't make progress on your origin myth in class today and get to the drafting stage.
9/21/21 Objective: Analyze the themes present in two different stories + Compare similar characters across two texts. Warm-up free-write: How different would this world be if it was overrun with tricksters? What keeps tricksters in check in modern society? We'll split today's class into two parts: 1st part: work on this set of questions about both coyote myths. 2nd part of class: we'll go over the details for our origin myth assignment. Then, time to brainstorm on potential myth topics. Feel free to look back at your myth notes that we took at the start of the unit. Homework: Settle on a topic for your myth and try to think about the key aspects of your story.
9/20/21 Objective: Explore how a trickster character can influence the plot of a myth and make it more compelling for the audience + Compare similar characters across text. In honor of our next text about buffalo, start with this. Then, listen to "Coyote and the Buffalo" (here is the audio version), and "Fox and Coyote and Whale" (here is the audio version). Then, if time, grammar touch base (plurals vs. possessives, pg. 64 in Mr. M's text). Closing question: from the perspective of a storyteller or a writer, what value do tricksters have to the plot of a story? What can they do for a story?
9/17/21 Objective: Analyze how literary devices like tone, repetition, and figurative language help to communicate the purpose of a poem. Warm up: Watch Tewa buffalo dance. In your notebooks, jot down what you notice about the song and the performance. How is this different from music you normally listen to? Then, we'll touch base about the two questions we closed our block period class with---one relates to the straight mind/crooked mind, and the other relates to the most applicable moral/lesson at the heart of "The World on the Turtle's Back." Next, read and annotate "Song of the Sky Loom" and "Hunting Song." After we read, we'll answer these partner questions in pairs and check our answers.
9/15-16/21 Objective: Analyze the themes present in a text and explain how those themes might reflect the cultural values of the tribe that created that text. First, a minute to look over your notes from yesterday's slideshow about Native American literature. Then, warm up: Eraser Debate activity using info. from yesterday's slides. Next, we'll finish reading "The World on the Turtle's Back" (here is the audio book for this story). Then, a 'round the room question activity in pairs. Next, in your notebooks, tackle two questions that we'll use as the basis for a class discussion.
9/14/21 Objective: Gain cultural context for the themes present in our Native American literature unit + Read the start of our first text and look for some of those themes. Warm up free-write: If a people's art and culture reflect their values, what might early Native American myths reflect? What values do you expect to see shine through in the stories we read throughout this unit? Then, we'll look at Prezi presentation about Native American myths to help us prepare for the start of our Native American literature unit (transcript of slides here). After this, if there is time, we'll start reading the Iroquois creation myth "The World on the Turtle's Back" (here is the text, and here is the audio book for this story).
9/13/21 Objective: Become familiar with class expectations. First, a reminder: the student information survey we worked on on Friday is due by midnight tonight. If you haven't finished it yet, please make sure you wrap things up. It can be found on our Google Classroom page. (See me if you have any issues getting logged on to Google Classroom---you all should have been automatically added to your respective Google Classroom pages.). Next, we'll head to get our pictures taken. Then, we'll go over the class syllabus.