English 11 daily lessons
2nd SEMESTER
Click on the links below to view specific daily presentations and download any relevant documents. Class syllabus for Semester 2 is HERE (Spanish version HERE). Link to our Remind updates HERE. Grammarly, an awesome personalized online editing tool, HERE (for directions on how to join Grammarly, go HERE.)
6/7/22 LAST CLASS OF THE YEAR! Objective: Review for our exam. + Discuss if Bradbury's fears were unfounded or ultimately justified. Warm-up: Imagine you are George and Lydia in "The Veldt." You've just learned that your kids have been watching lions non-stop in their nursey. What would your step by step plan be to "resolve" the situation? We can all agree that George and Lydia made some mistakes; how would you change your approach? Next, answer with a Yes/No and then explain: Were Bradbury's fears about the way that technology would impact our homes and our personal lives justified? In 2022, do you feel as if technology has reached too far into our homes and relationships? Or do you feel like technology has helped and improved the way we interact with our homes and each other? Then, we'll go over review information for the final exam. Look over the slides that we referenced at the start of our short story unit here. If time remains, we'll start studying and quizzing each other on details from our four stories.
6/6/22 Objective: Compare the impact of two different settings in two different stories, and discuss how a setting can play the role of a character in a story. Warm-up: Imagine you're asked to work with a film producer to design the perfect set for a horror film. The script hasn't been finalized, and the producer wants to use your set to impact the direction of the plot, the character development, etc. What type of set would you design? What features would the set have? How would it tap into readers' senses and fears? Next, we'll pick back up where we left off with "The Veldt" and read the last half of this story (here is the audiobook that contains scrolling text). Once we finish: In what way does the nursery's description reveal the tone of the piece and, more specifically, how Bradbury viewed emerging technology/innovation? What might his take on technology be based on how the house/nursery are described? I'll pass back Into the Wild reflection rubrics.
6/4/22 Objective: Compare the impact of two different settings in two different stories, and discuss how a setting can play the role of a character in a story. First, turn in your analysis questions for "The Scythe." Warm-up free-write: write about a place you know that seems to almost have its own power. A place that feels unique and can change how people who visit it feel. What is it about this place that gives it this effect on people? Next, some context for our next story, "The Veldt" by Ray Bradbury (scroll to the bottom of the page to read a bit about this story). We'll read the first half of this story today in class . As we read, pay attention to how the setting is characterized. In what way does its description reveal the tone of the piece and, more specifically, how Bradbury viewed emerging technology/innovation? What might his take on technology be based on how the house/nursery are described?
6/3/22 Objective: Analyze how the theme of fate helps drive the conflict of a powerful Ray Bradbury story + Discuss the power of setting in establishing conflict. Shortened class today because of end-of-year schedule. First, we'll look at the final page of "The Scythe" by Ray Bradbury (here is the PDF, and here is the audio book). What did you make of the ending? How does desperation factor into the story as a driver of its conflict? The setting? We'll pair up once we finish and work on finishing these analysis questions. Homework: Finish the questions that we started today in class. Due tomorrow.
5/31-6/1/22 Objective: Analyze how the theme of fate helps drive the conflict of a powerful Ray Bradbury story + Discuss the power of setting in establishing conflict. First, two questions about gifts that seem too good to be true: 1. List a few gifts that, if you received them, would obviously seem too good to be true. 2. What factors surrounding these gifts give them this too-good-to-be-true quality? Next, get Chromebooks. In 10 minutes, see if you can find 10 facts about Ray Bradbury. We'll chat about what you come up with after you research. Next, we'll read/listen to "The Scythe" by Ray Bradbury (here is the PDF, and here is the audio book). Homework: Finish reading the story we started today in class.
5/27/22 Objective: Discuss the value of leaving conflict unresolved at the end of a story. First, brief announcement. Then, warm-up writing prompt: what are the senses you lean on most to determine if something is real? Like, let's say you want to be 100% sure of the existence of something in space/time---which sense is the best, most reliable way to measure that? Next, we'll read the last page of "Miriam" by Truman Capote. We'll then take a look at the video adaptation of the short story. When we finish, a mini-debate about Miriam: what is your theory about her? What do you think of Capote's decision to end the story the way he does? What value does it bring to the story? As we chat, check THIS out! This is a letter that Capote himself wrote to a confused reader in which he explains his intentions behind the story. This was one of his first stories, and he wrote this letter to the reader when he was 20 years old. Thoughts?
5/25-26/22 Objective: Analyze how characterization is achieved through the use of dialogue and selection of detail. + Analyze how conflict is developed in a piece of micro-fiction. First, two local opportunities if you enjoy creative writing: here are a few writing workshops happening this summer that are sponsored by the non-profit group Astoria Writer's Guild, and here are some writing groups you can join to share your writing and get feedback from other writers. We'll start with a warm-up writing prompt about "The Stormchasers." Then, we'll read "20/20" by Linda Brewer. We'll pay attention to how the conflict in the piece is established and then ultimately resolved. Next, we'll read and annotate "Miriam" by Truman Capote (here is the audio book). When we finish, a mini-debate about Miriam. If time, we'll take a look at the video adaptation of the short story.
5/24/22 Objective: Analyze how characterization is achieved through the use of dialogue and selection of detail. We'll start by trying to describe how we spoke to parents/guardians when we were young (five or six). What type of language did we use? What did those conversations deal with in terms of content? Then, we'll start reading a short story called "The Stormchasers" by Adam Marek. Homework: Finish reading "The Stormchasers" by Adam Marek if we don't get to it in class today.
5/23/22 Objective: Go over structural elements for short stories + Read and analyze how figurative language is used in a piece of micro-fiction. First, we'll go over slides that describe the basic elements of a short story. Then, if time, we will read a piece of micro-fiction called "The Wallet." Homework: None, as long as you have turned in your Into the Wild reflection
5/20/22 Objective: Hear a presentation about post-high school opportunities + Start our short story unit! We will start with a presentation from Ms. Gonzalez. Then, we'll dive into our mini short story unit. First, we'll go over slides that describe the basic elements of a short story. Then, we will read a piece of flash fiction called "Snow" by Julia Alvarez and discuss. Homework: Your Into the Wild reflection is due in Google Classroom by midnight tonight (unless we have arranged an alternate due date). You must include highlighting before submission. I will take off points from the final score if this isn't done.
5/18-19/22 Objective: Finish drafting our end-of-text reflection for Into the Wild. For the first half of the block we'll work on finishing our end-of-text reflection. ( Here is a sample assignment.) Then, we'll run our assignment through Grammarly. After this, we'll swap Chromebooks with a peer and complete this peer revision checklist. Once you get back the checklist from your partner, make any necessary changes, read through one more time to check for errors, and then add your highlighting (see sample). Once the highlighting is done, you're ready to submit! Homework: Finish this and submit it on your own by the end of the day on Friday if you don't have time to submit it today in class. Thanks!
5/17/22 Objective: Continue drafting our end-of-text reflection for Into the Wild. We'll spend today working on the draft for our end-of-text reflection. We'll focus on finishing the support paragraph today and then starting the counterclaim paragraph. Here is a sample assignment. Take a look at how the counterclaim paragraph is structured.
5/16/22 Objective: Start drafting our end-of-text reflection for Into the Wild. We'll spend today working on the draft for our end-of-text reflection. Use this brainstorming sheet that we filled out on Friday before you head over to Google Classroom to start drafting. I'll give you credit for completing this sheet, so make sure you complete it before you start diving into the paragraphs. Remember: each para. needs at least one quote. Look for this before you dive into the drafting. Here is a sample assignment.
5/13/22 Objective: Brainstorm for and start drafting our end-of-text reflection for Into the Wild. We'll start by looking at a few pieces of modern backpacking gear. How would Chris' trip been different, if at all, if he had some of these types of pieces of gear? Is much of his lack of preparedness beyond gear and rooted in something else? Then, we'll brainstorm for our end-of-text reflection. Once you pick your prompt, fill out this brainstorming sheet before you head over to Google Classroom to start drafting. Homework: Make sure your brainstorming sheet is finished for Monday. We'll work on drafting on Monday.
5/11-12/22 Objective: Compare how Chris views his connection to the land and to wealth to the ways an indigenous Alaskan community does. + Discuss the book's ending. We'll start by touching base about the work you did with the sub: you finished the novel, made the gear lists in groups, and compared and contrasted Chris' character traits with the contestants' on Alone. Then, we'll watch this short video about an indigenous group in Alaska called the Gwich'in and their connection to their land. We'll write about this topic after we watch the video: Do you see any areas of overlap with the group's connection to their land and the way Chris felt about his natural environment in Alaska? Or any connections between the way the group feels about wealth/mainstream society and Chris' views about the same subject? If there is any time at the end of class, we'll start brainstorming for an end-of-text reflection we're going to start working with on Friday. Homework: If you haven't finished reading the novel yet, make sure you have this finished for Friday.
5/4-10/22 Sub. in the room while Mr. M is in New Jersey.
5/3/22 Objective: Re-contextualize Chris' trip in terms of gear and try to imagine how things would have played out differently if he traveled in modern times. + Analyze how metaphor is used in the text to develop Chris' transcendental beliefs. We'll begin with a warm up writing prompt. Then, we'll look Wired's gear list for her backcountry hiking adventures, and we'll also check out Carrot's gear list for her traverse of the Brooks Range in Alaska in 2018. After this, we'll look at the paragraph on pg. 182 that begins "It is hardly unusual for a young man..." and the one on pg. 183 that starts with "Unlike Muir and Thoreau..." We'll write on this prompt: what activities let you "explore the inner country of your own soul" that Thoreau talks about? How frequently do you get to do those activities?
5/2/22 Objective: Evaluate how Chris' annotations reveal his growth and shift in mindset, and how these moments add to the book's tragic ending. We'll start a warm-up about two ideas that are presented in this next section of the text. Then, we'll read the next few pages together, up to pg. 171. As we read, think about the transformation that has taken place in Chris' mind since the start of the trip: how do his annotations and notes in his books reveal to us that he has changed? What is different about his outlook on life? Here is a picture of Chris at this stage of his trip. What do you see in his face? At the end of class, after read about what he notices when he hikes back to the river, we'll talk about what Chris' could have done differently at this crucial stage of the text. What were his options? Homework: Read up to the bottom of page 182.
4/25/22--4/29/22 SMARTER Balanced testing
4/22/22 Objective: Compare themes across two texts + Evaluate the tone of a piece of writing based on its diction and point of view. We'll start with a touch base about last night's reading. Then, we'll read and listen to "Society" by Eddie Vedder. He wrote the song for the Into the Wild film adaptation. As we listen/read, we'll annotate the lyrics together. Think: what would Chris have thought of this song? What is its central theme? How does Vedder use language to communicate that? After this, we'll look at Chris' "declaration of independence" on page 163. Once we read, we'll write about this question: how do Chris' words and point of view in this declaration help establish his tone? (Tip: start first with listing a few adjectives that describe the tone. Then, look at words and moments in the declaration where those adjectives clearly shine through.) Homework: Get caught up to pg. 166 if you're not currently caught up on the reading.
4/20-21/22 Objective: Reflect on and write about one of the central themes of the text: mental oppression. We'll compare the author's struggle with this to what we've experienced in our own lives. + Think about the value of point of view when communicating specific themes/idea. We'll start with looking at a few key sections from this last weekend's reading: page 148 (the paragraph starting with "My father's faith"), page 149-150 (para. starting with "After the suicide attempt"), and page 155 (para. "It is easy"). After this, we'll circle back around to this idea of feeling oppressed. Both Krakauer and Chris felt this feeling intensely. We'll do a personal writing reflection today on this topic. No one will read what you write, so please write honestly. Answer this prompt on oppression. Homework: Read to page 166
4/19/22 Objective: Compare themes across two texts + Look at how diction helps establish the identity of a narrator. First, We'll begin with this poem by John Haines, the poet mentioned on page 127 in the text. We'll try to answer two questions in our notebooks about this poem: 1. What was Chris' "door" that he was trying to look behind? 2. What is one clear way that Chris' experience is different from the narrator of the poem's? Next, we'll annotate John Haines' excerpt on pg. 127 and break down the extended metaphor there. We'll finish with reading the next few pages of the text to find out what happened to Krakauer on his climbing trip. Homework: Read to page 156
4/18/22 Objective: Use specific details in parts of the text to make inferences about the novel's protagonist. First, we'll start with an ice climbing clip to give you a preview of what you'll read about tonight when Jon Krakauer describes his trip up the Devil's Thumb, a particularly dangerous climbing route he attempted in Alaska. As you watch, think: what must happen in the mind when someone attempts this type of activity? If you could somehow map Krakauer's thoughts as he climbed, what would that look like? Next, we'll look closely at last night's reading by doing this 'round the room activity in pairs (answer sheet is here). We'll go over these answers at the end of class. Homework: Read to the bottom of pg. 138
4/15/22 Objective: Analyze how much of Chris' adult character traits emerged when he was a child. First, anyone who hasn't turned in their mini-research project about adventurers from yesterday, please turn this in. Then, we'll look back at pages 111-116. Skim through and find two different activities/hobbies/emotions that Chris experienced when he was in grades K-12. Jot them on your sticky notes. Then, place them in the various columns on the whiteboard. Next, using these sticky notes facts as evidence, write a paragraph that answers the following prompt: Did Chris' childhood self mostly mirror who he became as an adult, or did his childhood self seem vastly different from who he became as an adult? Defend your position with at least two pieces of evidence from the text. Once we write these, we'll swap them and take a look at one of our peer's paragraphs and see how they handled their evidence analysis. Homework: Read up to page 126 for Monday.
4/13-14/22 Objective: Compare the motivations of one explorer to another, specifically Chris McCandless. As we read: what is it about exploration that is so alluring for explorers? Is it the learning? The thrill? The prospect of becoming famous? First, we'll watch this short video about pronoun case and then do this grammar activity to review. Then, we'll start the mini research project about some of the eccentric characters/explorers described in this last section of the text. After this, we'll share out a few of the people we focused on for the second part. How much overlap do we see her with Alex? If there is time at the end of class, we'll read the next few pages of the text and learn more about the type of childhood that Alex/Chris had. Homework: Read up to page 116 for Friday. + Finish adventurer mini-research project for Friday if you don't finish today in class.
4/12/22 Objective: Compare the motivations of one explorer to another, specifically Chris McCandless. As we read: what is it about exploration that is so alluring for explorers? Is it the learning? The thrill? The prospect of becoming famous? First, we'll start with a warm up writing prompt about the ethics behind search and rescue operations in the back country. Next, we'll read/listen to Ch. 9 in the text, pages 87-97 (here is an audio book for this section). If time, once we're done, we'll start a mini research project about some of the eccentric characters/explorers described in this last section of the text. Homework: Read up to the bottom of 109 in the text.
4/11/22 Objective: Work in groups to apply persuasive writing strategies to a full-class debate. We'll have our technology debate today. It will take the entire class. Homework: Read up to pg. 86 for Tuesday.
4/6-7/22 Objective: Analyze how Alex's past is influencing how he views relationships in the present + Prepare for a debate about one of the text's central themes that we'll have on Monday. We'll start by writing the paragraph on the back of the sheet we looked at yesterday about Ron Franz. Then, we'll look at two different sections from last night's reading: page 64, where Alex is talking about why he thinks he is justified in never talking to his parents again; and page 69, where Alex sends cryptic messages to people he has met on his route. Two questions to discuss: If you were Alex's sister and you received this message, what would you do? What do you think Alex was trying to communicate to his friends by the notes he sent them on page 69? After this, we'll read about the "wayward genius" Krakauer met in Alaska (pg. 73). We'll spend time brainstorming on a prompt related to this man's philosophy in preparation for a full-class debate on this topic on Monday. Homework: Make sure your brainstorming sheet is complete and ready for Monday's debate.
4/5/22 Objective: Process essay feedback for our short story essays + Analyze the theme of respect as it relates to Alex's relationship with Ron Franz. We'll start with looking at our short story unit essay rubrics and feedback. We'll listen to the audio feedback in class and look for trends. After this, we'll look at Alex's relationship with Ron and will complete this worksheet. We will then use our responses on this worksheet to do a mini-debate activity on the writing prompt on the back of the sheet. Homework: Read to the bottom of page 72 for tomorrow.
4/4/22 Objective: Consider how Alex's character traits would enable him to adapt to different environments. + Apply argumentative writing strategies to a self-written paragraph. First, any other Thoreau scavenger hunts to turn in? Warm-up one-paragraph writing prompt: would Thoreau and Emerson have approved of Alex's trip? Why or why not? Next we'll talk about Alex's character traits and his time as an employee. At the end of class, if there is time, we'll read the next few pages of the text together. Homework: Read up to the bottom of page 60 in the text + Finish Thoreau scavenger hunt if you haven't already.
4/1/22 Objective: Create an annotated map of Alex's movement in this section of the text. We'll begin by checking in about this last section. Then, we'll recap what happened in this very movement-packed section of the text. We'll begin working on charting key milestones in Alex's journey by creating an annotated map of his route. We'll add five important events (with page numbers and a small sketch) to the map of his route. We'll do this in groups and share out what you and our group came up with. Choose events that likely had an impact on him, either positive or negative. At the end of class, we'll make a list of pieces of advice you'd give Alex if you ran into him at this stage of his journey. Homework: read and annotate up to page 47 in the text.
3/30-31/22 Objective: Compare the key ideas of transcendental though to the approach Alex took to life/travel + Practice identifying dangling modifiers in writing. We'll begin by talking about dangling modifiers. After we go over this, we'll do a few practice questions together. Then, we'll take notes on a Prezi on Transcendentalism (the written transcript for these slides is here). We'll then apply this information and do an online scavenger hunt activity related to the connections between Henry David Thoreau's writing and Alex's adventure in Into the Wild. After we do this, we'll get into groups and choose the one quote in the group that we think has the strongest connection to the text. We'll hear from each group about the quote they chose and hear their justification for choosing it. If there is time left over at the end of class, you can read more of the text. Homework: Read to the bottom of page 37 in Into the Wild.
3/29/22 Objective: Analyze how an author establishes characterization details at the start of a text. We'll start with finishing going over the opening pages analysis questions that we were working on yesterday at the end of class. After this, we'll watch this short interview with Emile Hirsch about how he brought the character of Chris McCandless to life. Do you see how direct and indirect characterization played prominently in Hirsch's efforts to bring Chris to life on screen? Then, we'll do a Pass the Prompt activity in groups to go over last night's reading. If there is time left at the end of class, we'll read the first few pages of tonight's reading together. Homework: Read up to the bottom of page 23.
3/28/22 Objective: Analyze how an author establishes characterization details at the start of a text. We'll start with a warm-up writing prompt. We'll start by finishing the discussion questions from Friday. Then, we'll look at the article we didn't get to on Friday, the one about the mountain climbers. After this, we'll read the first five pages of the text together, and once we finish, we'll start to fill out this note sheet. Homework: Read up to the bottom of page 14.
3/18/22 Objective: Introduce some of the key thematic ideas that will be present in in our next unit. First, a reminder about our short story essay due tonight by midnight. Then, we'll respond in writing to the first slide in this slideshow about feeling free. After this, in pairs, we'll work through a series of discussion questions about key concepts at the heart of our next text, Into the Wild. Next, if there is time, we'll read and annotate an article about the way that hardship forces people to dig deep within themselves. Remember: Your final draft of your essay is due by 11:59 pm today. Make sure you submit it digitally in Google Classroom. Thanks! Have a fantastic spring break!
3/16-17/22 Objective: Make edits to the rough draft of the essay. The focus of today's class will be to wrap up the essay. First, here is how the essay should be formatted. Here is the rubric I will use to score the essay (note: I will take points off of the Spelling/Proofreading category if the essay is not formatted in MLA format and doesn't look like the sample page in the link above).
Tasks for today:
1. Run essays through Grammarly and fill out feedback sheet.
2. Swap essays with peers and get feedback using this peer revision checklist.
3. Make any changes that come up on the essay feedback sheets.
Homework: Final draft of essay due Friday by 11:59 PM in Google Classroom. Note: Essays will drop one letter grade if I receive them after the deadline and we haven't discussed an alternative due date/time.
3/15/22 Objective: Finish writing the rough draft for your short story essay. The goal for today is to finish writing the rough draft for our short story essay. Once you've finished, work on making sure everything is formatted the way it should be. Here is a sample first page---make yours look like this :) Homework: Make sure your rough draft is finished for our block day class. We'll work on revisions then and will put the finishing touches on it. Do not run the essay through Grammarly yet. We will do that together in class.
3/14/22 Objective: Review conclusion paragraph strategies and apply these ideas to a paragraph of our own. We'll start by going over conclusion paragraph tips and looking at a sample conclusion. Then, we'll spend the rest of the period drafting. Homework: I'll do a progress check on Tuesday for the first four paragraphs of the essay---please make sure you've completed at least this much of the essay by then. Do not run the essay through Grammarly yet. We will do that together in class.
3/11/22 Objective: Review counterclaim paragraph strategies and apply these ideas to a paragraph of our own. (Sub in classroom today.) We'll begin by going over a counterclaim paragraph for this essay. We'll read and annotate a sample counterclaim paragraph. The substitute will show you the answer key/annotated version once you've had a chance to try to identify elements on your own. We'll spend the rest of the period drafting, trying to work on our counterclaim paragraphs.
3/9-10/22 Objective: Spend time drafting the first three paragraphs of the essay. (Sub in classroom today.) We'll spend time drafting the first three paragraphs of the short story essay. So: intro, body para #1, body para #2. The assignment is in Google Classroom.
Note: if you need to access on of the stories to get quotes, here are all of the short stories in this unit.
3/8/22 Objective: Review strategies for body paragraph elements and look at a sample body paragraph for this assignment. We'll start by going over support paragraph tips for this essay. We'll also read over and annotate a sample body paragraph (see linked document above). Then, we'll spend the rest of the period starting to draft. You can start first with the introduction or a body paragraph---whatever feels easiest to begin drafting with. The assignment is in Google Classroom.
Note: if you need to access on of the stories to get quotes, here are all of the short stories in this unit.
3/7/22 Objective: Begin brainstorming for our essay on our short story unit. + Review strategies for a introductions and look at a sample introduction for this assignment. First, take a look at brainstorming sheets and spend some time filling these out. Once we do, we'll swap these and check for idea overlap between body paragraphs, on-topic thesis statements, and relevant counterclaim points. Then, we'll review tips for writing introductions, and we'll read/annotate an introduction together in class. After this, we'll have some time to draft.
3/4/22 Objective: Compare narrator perspectives in two separate texts + Discuss the central theme that emerges in a text thanks to the story's resolution. First, we'll look at the final section of "America and I" and respond to this question in our notebooks: What important theme emerges at the end of the story thanks to the narrator's realization? What idea does she finally, after so much struggle, arrive at? Next, we'll read the poem "Defining the Grateful Gesture" by Yvonne Sapia. We'll compare the narrator in this piece to the one in "America and I." Are their perceptions of America similar? After this, if time, we'll begin our final essay assignment for our short story unit today. We'll start by going over the prompt for our final essay on short stories and trying to pick a prompt that resonates with us. Note: We will dive into this essay more deeply on Monday. Please be here next week so you can keep up with the pace of the assignment and receive instruction on it.
3/2-3/22 Objective: Complete background research for the final short story in our unit + Analyze how point of view helps communicate a text's central conflict. First, a warm-up question: Imagine the year is 1895. You have come to America seeking new opportunities and security. You don't speak English. You don't know anyone. You have enough money to pay for the first few days. What would be your plan? What would your approach be to establishing yourself in this new place? What tasks would you tackle first, and what would you save for later? Next, we'll do some pre-reading research on tenement life in 19th century America in advance of starting our next story, "America and I" by Anzia Yezierska (here is the audio book, here is the PDF). We'll share out some of our facts before we start this story. As we read, one that is told chronologically, we'll make a timeline of significant events that happen in the narrator's life. Under each event, think about what the narrator learns from this new chapter/event. What does this event teach her about herself or America? At the end of class, if time, we'll try to answer this question: what role does language play in the narrator's new life in America? Homework: Finish reading the story we started today if we don't finish in class.
3/1/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll start by reading and annotating the poem "The Legend" by Garrett Hongo. After we read, we'll answer these discussion questions in pairs and compare the poem to "Hostage". Then, we'll look at and mark up some sample paragraphs for last night's writing on "Teenage Wasteland" and "Hostage". What areas of overlap do you see between your writing and the two sample paragraph. We'll make any revisions that we need to before submitting these paragraphs today. Homework: Finish your two paragraphs that we looked at today if you didn't already finish them. They are do by the end of the day today (so midnight tonight).
2/28/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll spend a chunk of today's class working on our writing assignment that we prepped for on Friday. Paragraph #1 Prompt: Why do you think Donny is drawn to Cal, his tutor? What is the one trait that Cal has that Donny really connects with? Paragraph #2 Prompt: Which character---Donny or Bruno---is more complicated? Assignment is in Google Classroom. Due Tuesday by end of day. With 10 minutes left, we'll line up in two rows and discuss what you wrote about for paragraph #2 from last night's homework: which character---Donny or Bruno---is viewed as more complex by those around him? Which character is more multi-faceted?
2/25/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll start by finishing up "Hostage." What do you make of the ending? What mood does Oates establish for readings at the story's conclusion? Then, we'll begin comparing and contrasting Donny's character from "Teenage Wasteland" with Bruno's character in "Hostage." Paragraph #1 Prompt: Why do you think Donny is drawn to Cal, his tutor? What is the one trait that Cal has that Donny really connects with? Paragraph #2 Prompt: Which character---Donny or Bruno---is more complicated? Assignment is in Google Classroom.
2/23-24/22 Objective: Analyze how characterization can be used to help establish tension in a text. We'll first finish up our debate from Tuesday and hear from our judge panel. Next, we'll watch this short interview with Joyce Carol Oates. After we finish, we'll discuss: What is unique about her approach to work? About the way she sees herself? Do you know anyone with this type of perspective? Then, we'll dive into our next story, "Hostage" by Joyce Carol Oates (audiobook here, PDF here) We should have time to finish it today. What do you make of the ending? If this story had a concluding message or lesson for readers, what would it be?
2/22/22 Objective: Debate one of the central themes of the story regarding parental involvement in teen education. We'll spend today's class debating the topihostc we prepped for on Friday. Before we start: I put a new round of grades in the grade book this weekend. Please check StudentVue today and submit any missing assignments you see in the grade book (anything that shows as 50% is missing). If we finish and there is time remaining, we'll talk about responsibility for the story's conclusion. Who/what is most to blame for Donny running away?
2/18/22 Objective: Discuss how point of view impacts the mood of the story + Prepare for a debate activity that we'll do on Monday related to the central theme of the story . Start with this warm up writing prompt. After this, read the last page or two of "Teenage Wasteland" together. What do you make of the ending? Did you find yourself taking sides in this story as your read? If so, which sides? If you were Donny's parents, how would you have handled things differently? If you were Donny, how would you have handled things differently? Next, we'll spend time prepping for a debate activity on parental involvement as it relates to teenage education, one of the primary themes in this story. In small groups, we'll brainstorm sides to this central debate topic and come up with reasons that support each side.
2/16-17/22 Objective: Apply our satire analysis to real-world scenarios---which of the issues covered in the story is improvable? + Analyze how point of view and dialogue help to reveal character motivation and establish conflict. We'll start by talking about comma splices vs. fused sentences. After we go over this concept, we'll do questions 1-4 together. Then, we'll get back into groups and hear what your most feasible plan from Tuesday was. After this, take two minutes to come up with as many adjectives as we can to describe your high school experience. Then, we'll take two minutes to come up with as many adjectives that parents/family would use to describe your high school experience. We'll talk about these two lists before diving into our next short story, "Teenage Wasteland" by Anne Tyler (here is the audiobook, here is the PDF). Homework: Finish reading this story for Friday.
2/15/22 Objective: Apply our satire analysis to real-world scenarios---which of the issues covered in the story is improvable? + Compare symbols in two texts from two different mediums. First, we'll read Sylvia Plath's poem "Pursuit" and compare it to "The Devil and Tom Walker." Pay attention to how the poem is structured. How does she use language in interesting ways? What might the panther be a symbol for? Then, we'll revisit our satire paragraphs from yesterday. We'll use these paragraphs for today's activity. In groups, we'll complete this group discussion activity related to our satire writing. Then, if time, link up with one other group in class to share your initiatives and plans to implement them. As you listen, what about the plans seem feasible? What aspects seem more challenging? Then, pick which of the plans is most viable (or realistic). We'll share these with the class.
2/14/22 Objective: Analyze how symbols function in "The Devil and Tom Walker" to help the author articulate themes about wealth and greed + Write about how this text contains satirical elements. We'll start working on this symbolism / satire worksheet after we finish the story. We'll get into groups, brainstorm on what lesson/moral is communicated about each symbol, and then we'll go over these symbol explanations together on the symbolism / satire worksheet. Then, we'll write the satire paragraph on the back of the page. Here are two sample paragraph outlines for this assignment. Homework: Finish the paragraph we worked on today if you didn't finish it already.
2/11/22 Objective: Analyze how symbols function in "The Devil and Tom Walker" to help the author articulate themes about wealth and greed. First, we'll finish reading "The Devil and Tom Walker" by Washington Irving (here is the audio book, here is the PDF, and here is a version with simplified language). Once we finish the story, we'll talk about the ending. What do you make of it? Is this what you predicted would happen to Tom based on the mood that was established earlier in the story?
2/9-10/22 Objective: Analyze how "Masque of the Red Death" communicated larger themes about life/death and virtue/integrity. + Discuss how figurative language is used in Irving's story to develop the setting and mood of the story. We'll start with some time to answer in pairs some analysis questions for "The Mask of the Red Death." Then, we'll do a free write about this writing prompt. After this, start reading "The Devil and Tom Walker" by Washington Irving (here is the audio book, here is the PDF, and here is a version with simplified language). We'll likely only read half today. As we read, we'll pay special attention to the myriad examples of figurative language (specifically sensory language) at the start of the text. We'll sketch out two different elements of the setting based on this figurative language: the inlet and Tom Walker's house. As we read, pay attention to how seeking wealth factors into Tom's life and how it has impacted his character. Homework: Finish "The Masque of the Red Death" analysis questions for Friday.
2/8/22 Objective: Analyze how the character traits of Prince Prospero are revealed in the text. Start with this warm-up writing prompt. Next, for the periods that didn't finish, we'll finish the story from yesterday. Then, we'll work on this mini-research assignment about the Black Plague. We'll use our research to complete a round of Conquer the Room!
2/7/22 Objective: Analyze how the character traits of Prince Prospero are revealed in the text. First, we'll start with a warm-up freewrite on the word "plague." If you were absent on Friday, leave your writing on your desk about "The Yellow Wallpaper." Also, if you were absent on Friday, I need you to skip the warm-up and start working on your STAR testing. You'll do this today for the first 1/3 of class while we start on our next text. Next, we'll read/listen to our next short story: "The Masque of the Red Death" by Edgar Allen Poe (here is the audio book, and here is the PDF). When we reach the part of the story where the palace is described, we'll try to sketch out a floor plan of the different rooms. Does your floor plan look like this? Or here is a Minecraft video version of the castle :) and this is the still image. When we finish, if time, with a partner we'll work on the following: How would you characterize Prospero? Come up with five character traits of his, then think of moments in the story that help communicate those traits to readers.
2/4/22 Objective: Complete STAR testing. The goal for today is to complete a round of STAR testing that the district will use to better understand where we're at with our reading abilities. Directions for how to access the test is in a slide deck on Google Classroom.
2/2-3/22 Objective: Analyze how point of view is essential in establishing the mood of a text. To start, we'll look at the last page of the story together. What do you make of the ending? If the narrator's actions can be interpreted to send a message to her husband and her community, what might that message be? Next, we'll watch Kait Rokowski's poem "A Good Day" (the piece starts at 0:35). After we watch, we'll write on this free-write prompt: how is the narrator's perspective in this piece different from the one presented in "The Yellow Wallpaper"? Compare/contrast the narrator's relationship with family in this piece to the relationship described in "The Yellow Wallpaper." Then, we'll discuss this topic: Is "The Yellow Wallpaper" a cautionary tale for modern readers? Is so, how? If not, why not? After this, we'll start work on a short writing assignment for "The Yellow Wallpaper". We'll first look at a sample paragraph for this assignment before we begin writing. Homework: Make sure your writing about "The Yellow Wallpaper" is finished for Friday's class.
2/1/22 Objective: Analyze how point of view is essential in establishing the mood of a text. We'll start with finishing the background research activity from yesterday. Then, we'll quickly review our comma rules cheat sheet and tackle a series of questions (#12-20) in an online comma practice game. After this, we'll start reading the short story "The Yellow Wallpaper" as we listen to the audiobook (here is the PDF). As we listen, think about point of view: how different would this story read if it was written in something other than 1st person p.o.v.? What does this point of view do for this piece? Why is it essential? We'll read/listen to the first half of the story together. Homework: Finish reading the story tonight.
1/31/22 Objective: Discuss a few elements from the syllabus + Work on a pre-reading activity to gain context for our first text of Semester 2. Welcome back! We'll start by going over a quick update about incomplete grades. Then, we'll go over the seating chart, syllabus, and things of note in the room. After this, we'll do a pre-reading activity for our first short story of this unit, "The Yellow Wallpaper." In your notebook, come up with a list of medical treatments from the past that we no longer use anymore. What was the process like for society to abandon these treatments? What might have been involved in that intellectual growth? Then, we'll start a background research activity for "The Yellow Wallpaper." We'll share the facts we discover in small groups.
6/7/22 LAST CLASS OF THE YEAR! Objective: Review for our exam. + Discuss if Bradbury's fears were unfounded or ultimately justified. Warm-up: Imagine you are George and Lydia in "The Veldt." You've just learned that your kids have been watching lions non-stop in their nursey. What would your step by step plan be to "resolve" the situation? We can all agree that George and Lydia made some mistakes; how would you change your approach? Next, answer with a Yes/No and then explain: Were Bradbury's fears about the way that technology would impact our homes and our personal lives justified? In 2022, do you feel as if technology has reached too far into our homes and relationships? Or do you feel like technology has helped and improved the way we interact with our homes and each other? Then, we'll go over review information for the final exam. Look over the slides that we referenced at the start of our short story unit here. If time remains, we'll start studying and quizzing each other on details from our four stories.
6/6/22 Objective: Compare the impact of two different settings in two different stories, and discuss how a setting can play the role of a character in a story. Warm-up: Imagine you're asked to work with a film producer to design the perfect set for a horror film. The script hasn't been finalized, and the producer wants to use your set to impact the direction of the plot, the character development, etc. What type of set would you design? What features would the set have? How would it tap into readers' senses and fears? Next, we'll pick back up where we left off with "The Veldt" and read the last half of this story (here is the audiobook that contains scrolling text). Once we finish: In what way does the nursery's description reveal the tone of the piece and, more specifically, how Bradbury viewed emerging technology/innovation? What might his take on technology be based on how the house/nursery are described? I'll pass back Into the Wild reflection rubrics.
6/4/22 Objective: Compare the impact of two different settings in two different stories, and discuss how a setting can play the role of a character in a story. First, turn in your analysis questions for "The Scythe." Warm-up free-write: write about a place you know that seems to almost have its own power. A place that feels unique and can change how people who visit it feel. What is it about this place that gives it this effect on people? Next, some context for our next story, "The Veldt" by Ray Bradbury (scroll to the bottom of the page to read a bit about this story). We'll read the first half of this story today in class . As we read, pay attention to how the setting is characterized. In what way does its description reveal the tone of the piece and, more specifically, how Bradbury viewed emerging technology/innovation? What might his take on technology be based on how the house/nursery are described?
6/3/22 Objective: Analyze how the theme of fate helps drive the conflict of a powerful Ray Bradbury story + Discuss the power of setting in establishing conflict. Shortened class today because of end-of-year schedule. First, we'll look at the final page of "The Scythe" by Ray Bradbury (here is the PDF, and here is the audio book). What did you make of the ending? How does desperation factor into the story as a driver of its conflict? The setting? We'll pair up once we finish and work on finishing these analysis questions. Homework: Finish the questions that we started today in class. Due tomorrow.
5/31-6/1/22 Objective: Analyze how the theme of fate helps drive the conflict of a powerful Ray Bradbury story + Discuss the power of setting in establishing conflict. First, two questions about gifts that seem too good to be true: 1. List a few gifts that, if you received them, would obviously seem too good to be true. 2. What factors surrounding these gifts give them this too-good-to-be-true quality? Next, get Chromebooks. In 10 minutes, see if you can find 10 facts about Ray Bradbury. We'll chat about what you come up with after you research. Next, we'll read/listen to "The Scythe" by Ray Bradbury (here is the PDF, and here is the audio book). Homework: Finish reading the story we started today in class.
5/27/22 Objective: Discuss the value of leaving conflict unresolved at the end of a story. First, brief announcement. Then, warm-up writing prompt: what are the senses you lean on most to determine if something is real? Like, let's say you want to be 100% sure of the existence of something in space/time---which sense is the best, most reliable way to measure that? Next, we'll read the last page of "Miriam" by Truman Capote. We'll then take a look at the video adaptation of the short story. When we finish, a mini-debate about Miriam: what is your theory about her? What do you think of Capote's decision to end the story the way he does? What value does it bring to the story? As we chat, check THIS out! This is a letter that Capote himself wrote to a confused reader in which he explains his intentions behind the story. This was one of his first stories, and he wrote this letter to the reader when he was 20 years old. Thoughts?
5/25-26/22 Objective: Analyze how characterization is achieved through the use of dialogue and selection of detail. + Analyze how conflict is developed in a piece of micro-fiction. First, two local opportunities if you enjoy creative writing: here are a few writing workshops happening this summer that are sponsored by the non-profit group Astoria Writer's Guild, and here are some writing groups you can join to share your writing and get feedback from other writers. We'll start with a warm-up writing prompt about "The Stormchasers." Then, we'll read "20/20" by Linda Brewer. We'll pay attention to how the conflict in the piece is established and then ultimately resolved. Next, we'll read and annotate "Miriam" by Truman Capote (here is the audio book). When we finish, a mini-debate about Miriam. If time, we'll take a look at the video adaptation of the short story.
5/24/22 Objective: Analyze how characterization is achieved through the use of dialogue and selection of detail. We'll start by trying to describe how we spoke to parents/guardians when we were young (five or six). What type of language did we use? What did those conversations deal with in terms of content? Then, we'll start reading a short story called "The Stormchasers" by Adam Marek. Homework: Finish reading "The Stormchasers" by Adam Marek if we don't get to it in class today.
5/23/22 Objective: Go over structural elements for short stories + Read and analyze how figurative language is used in a piece of micro-fiction. First, we'll go over slides that describe the basic elements of a short story. Then, if time, we will read a piece of micro-fiction called "The Wallet." Homework: None, as long as you have turned in your Into the Wild reflection
5/20/22 Objective: Hear a presentation about post-high school opportunities + Start our short story unit! We will start with a presentation from Ms. Gonzalez. Then, we'll dive into our mini short story unit. First, we'll go over slides that describe the basic elements of a short story. Then, we will read a piece of flash fiction called "Snow" by Julia Alvarez and discuss. Homework: Your Into the Wild reflection is due in Google Classroom by midnight tonight (unless we have arranged an alternate due date). You must include highlighting before submission. I will take off points from the final score if this isn't done.
5/18-19/22 Objective: Finish drafting our end-of-text reflection for Into the Wild. For the first half of the block we'll work on finishing our end-of-text reflection. ( Here is a sample assignment.) Then, we'll run our assignment through Grammarly. After this, we'll swap Chromebooks with a peer and complete this peer revision checklist. Once you get back the checklist from your partner, make any necessary changes, read through one more time to check for errors, and then add your highlighting (see sample). Once the highlighting is done, you're ready to submit! Homework: Finish this and submit it on your own by the end of the day on Friday if you don't have time to submit it today in class. Thanks!
5/17/22 Objective: Continue drafting our end-of-text reflection for Into the Wild. We'll spend today working on the draft for our end-of-text reflection. We'll focus on finishing the support paragraph today and then starting the counterclaim paragraph. Here is a sample assignment. Take a look at how the counterclaim paragraph is structured.
5/16/22 Objective: Start drafting our end-of-text reflection for Into the Wild. We'll spend today working on the draft for our end-of-text reflection. Use this brainstorming sheet that we filled out on Friday before you head over to Google Classroom to start drafting. I'll give you credit for completing this sheet, so make sure you complete it before you start diving into the paragraphs. Remember: each para. needs at least one quote. Look for this before you dive into the drafting. Here is a sample assignment.
5/13/22 Objective: Brainstorm for and start drafting our end-of-text reflection for Into the Wild. We'll start by looking at a few pieces of modern backpacking gear. How would Chris' trip been different, if at all, if he had some of these types of pieces of gear? Is much of his lack of preparedness beyond gear and rooted in something else? Then, we'll brainstorm for our end-of-text reflection. Once you pick your prompt, fill out this brainstorming sheet before you head over to Google Classroom to start drafting. Homework: Make sure your brainstorming sheet is finished for Monday. We'll work on drafting on Monday.
5/11-12/22 Objective: Compare how Chris views his connection to the land and to wealth to the ways an indigenous Alaskan community does. + Discuss the book's ending. We'll start by touching base about the work you did with the sub: you finished the novel, made the gear lists in groups, and compared and contrasted Chris' character traits with the contestants' on Alone. Then, we'll watch this short video about an indigenous group in Alaska called the Gwich'in and their connection to their land. We'll write about this topic after we watch the video: Do you see any areas of overlap with the group's connection to their land and the way Chris felt about his natural environment in Alaska? Or any connections between the way the group feels about wealth/mainstream society and Chris' views about the same subject? If there is any time at the end of class, we'll start brainstorming for an end-of-text reflection we're going to start working with on Friday. Homework: If you haven't finished reading the novel yet, make sure you have this finished for Friday.
5/4-10/22 Sub. in the room while Mr. M is in New Jersey.
5/3/22 Objective: Re-contextualize Chris' trip in terms of gear and try to imagine how things would have played out differently if he traveled in modern times. + Analyze how metaphor is used in the text to develop Chris' transcendental beliefs. We'll begin with a warm up writing prompt. Then, we'll look Wired's gear list for her backcountry hiking adventures, and we'll also check out Carrot's gear list for her traverse of the Brooks Range in Alaska in 2018. After this, we'll look at the paragraph on pg. 182 that begins "It is hardly unusual for a young man..." and the one on pg. 183 that starts with "Unlike Muir and Thoreau..." We'll write on this prompt: what activities let you "explore the inner country of your own soul" that Thoreau talks about? How frequently do you get to do those activities?
5/2/22 Objective: Evaluate how Chris' annotations reveal his growth and shift in mindset, and how these moments add to the book's tragic ending. We'll start a warm-up about two ideas that are presented in this next section of the text. Then, we'll read the next few pages together, up to pg. 171. As we read, think about the transformation that has taken place in Chris' mind since the start of the trip: how do his annotations and notes in his books reveal to us that he has changed? What is different about his outlook on life? Here is a picture of Chris at this stage of his trip. What do you see in his face? At the end of class, after read about what he notices when he hikes back to the river, we'll talk about what Chris' could have done differently at this crucial stage of the text. What were his options? Homework: Read up to the bottom of page 182.
4/25/22--4/29/22 SMARTER Balanced testing
4/22/22 Objective: Compare themes across two texts + Evaluate the tone of a piece of writing based on its diction and point of view. We'll start with a touch base about last night's reading. Then, we'll read and listen to "Society" by Eddie Vedder. He wrote the song for the Into the Wild film adaptation. As we listen/read, we'll annotate the lyrics together. Think: what would Chris have thought of this song? What is its central theme? How does Vedder use language to communicate that? After this, we'll look at Chris' "declaration of independence" on page 163. Once we read, we'll write about this question: how do Chris' words and point of view in this declaration help establish his tone? (Tip: start first with listing a few adjectives that describe the tone. Then, look at words and moments in the declaration where those adjectives clearly shine through.) Homework: Get caught up to pg. 166 if you're not currently caught up on the reading.
4/20-21/22 Objective: Reflect on and write about one of the central themes of the text: mental oppression. We'll compare the author's struggle with this to what we've experienced in our own lives. + Think about the value of point of view when communicating specific themes/idea. We'll start with looking at a few key sections from this last weekend's reading: page 148 (the paragraph starting with "My father's faith"), page 149-150 (para. starting with "After the suicide attempt"), and page 155 (para. "It is easy"). After this, we'll circle back around to this idea of feeling oppressed. Both Krakauer and Chris felt this feeling intensely. We'll do a personal writing reflection today on this topic. No one will read what you write, so please write honestly. Answer this prompt on oppression. Homework: Read to page 166
4/19/22 Objective: Compare themes across two texts + Look at how diction helps establish the identity of a narrator. First, We'll begin with this poem by John Haines, the poet mentioned on page 127 in the text. We'll try to answer two questions in our notebooks about this poem: 1. What was Chris' "door" that he was trying to look behind? 2. What is one clear way that Chris' experience is different from the narrator of the poem's? Next, we'll annotate John Haines' excerpt on pg. 127 and break down the extended metaphor there. We'll finish with reading the next few pages of the text to find out what happened to Krakauer on his climbing trip. Homework: Read to page 156
4/18/22 Objective: Use specific details in parts of the text to make inferences about the novel's protagonist. First, we'll start with an ice climbing clip to give you a preview of what you'll read about tonight when Jon Krakauer describes his trip up the Devil's Thumb, a particularly dangerous climbing route he attempted in Alaska. As you watch, think: what must happen in the mind when someone attempts this type of activity? If you could somehow map Krakauer's thoughts as he climbed, what would that look like? Next, we'll look closely at last night's reading by doing this 'round the room activity in pairs (answer sheet is here). We'll go over these answers at the end of class. Homework: Read to the bottom of pg. 138
4/15/22 Objective: Analyze how much of Chris' adult character traits emerged when he was a child. First, anyone who hasn't turned in their mini-research project about adventurers from yesterday, please turn this in. Then, we'll look back at pages 111-116. Skim through and find two different activities/hobbies/emotions that Chris experienced when he was in grades K-12. Jot them on your sticky notes. Then, place them in the various columns on the whiteboard. Next, using these sticky notes facts as evidence, write a paragraph that answers the following prompt: Did Chris' childhood self mostly mirror who he became as an adult, or did his childhood self seem vastly different from who he became as an adult? Defend your position with at least two pieces of evidence from the text. Once we write these, we'll swap them and take a look at one of our peer's paragraphs and see how they handled their evidence analysis. Homework: Read up to page 126 for Monday.
4/13-14/22 Objective: Compare the motivations of one explorer to another, specifically Chris McCandless. As we read: what is it about exploration that is so alluring for explorers? Is it the learning? The thrill? The prospect of becoming famous? First, we'll watch this short video about pronoun case and then do this grammar activity to review. Then, we'll start the mini research project about some of the eccentric characters/explorers described in this last section of the text. After this, we'll share out a few of the people we focused on for the second part. How much overlap do we see her with Alex? If there is time at the end of class, we'll read the next few pages of the text and learn more about the type of childhood that Alex/Chris had. Homework: Read up to page 116 for Friday. + Finish adventurer mini-research project for Friday if you don't finish today in class.
4/12/22 Objective: Compare the motivations of one explorer to another, specifically Chris McCandless. As we read: what is it about exploration that is so alluring for explorers? Is it the learning? The thrill? The prospect of becoming famous? First, we'll start with a warm up writing prompt about the ethics behind search and rescue operations in the back country. Next, we'll read/listen to Ch. 9 in the text, pages 87-97 (here is an audio book for this section). If time, once we're done, we'll start a mini research project about some of the eccentric characters/explorers described in this last section of the text. Homework: Read up to the bottom of 109 in the text.
4/11/22 Objective: Work in groups to apply persuasive writing strategies to a full-class debate. We'll have our technology debate today. It will take the entire class. Homework: Read up to pg. 86 for Tuesday.
4/6-7/22 Objective: Analyze how Alex's past is influencing how he views relationships in the present + Prepare for a debate about one of the text's central themes that we'll have on Monday. We'll start by writing the paragraph on the back of the sheet we looked at yesterday about Ron Franz. Then, we'll look at two different sections from last night's reading: page 64, where Alex is talking about why he thinks he is justified in never talking to his parents again; and page 69, where Alex sends cryptic messages to people he has met on his route. Two questions to discuss: If you were Alex's sister and you received this message, what would you do? What do you think Alex was trying to communicate to his friends by the notes he sent them on page 69? After this, we'll read about the "wayward genius" Krakauer met in Alaska (pg. 73). We'll spend time brainstorming on a prompt related to this man's philosophy in preparation for a full-class debate on this topic on Monday. Homework: Make sure your brainstorming sheet is complete and ready for Monday's debate.
4/5/22 Objective: Process essay feedback for our short story essays + Analyze the theme of respect as it relates to Alex's relationship with Ron Franz. We'll start with looking at our short story unit essay rubrics and feedback. We'll listen to the audio feedback in class and look for trends. After this, we'll look at Alex's relationship with Ron and will complete this worksheet. We will then use our responses on this worksheet to do a mini-debate activity on the writing prompt on the back of the sheet. Homework: Read to the bottom of page 72 for tomorrow.
4/4/22 Objective: Consider how Alex's character traits would enable him to adapt to different environments. + Apply argumentative writing strategies to a self-written paragraph. First, any other Thoreau scavenger hunts to turn in? Warm-up one-paragraph writing prompt: would Thoreau and Emerson have approved of Alex's trip? Why or why not? Next we'll talk about Alex's character traits and his time as an employee. At the end of class, if there is time, we'll read the next few pages of the text together. Homework: Read up to the bottom of page 60 in the text + Finish Thoreau scavenger hunt if you haven't already.
4/1/22 Objective: Create an annotated map of Alex's movement in this section of the text. We'll begin by checking in about this last section. Then, we'll recap what happened in this very movement-packed section of the text. We'll begin working on charting key milestones in Alex's journey by creating an annotated map of his route. We'll add five important events (with page numbers and a small sketch) to the map of his route. We'll do this in groups and share out what you and our group came up with. Choose events that likely had an impact on him, either positive or negative. At the end of class, we'll make a list of pieces of advice you'd give Alex if you ran into him at this stage of his journey. Homework: read and annotate up to page 47 in the text.
3/30-31/22 Objective: Compare the key ideas of transcendental though to the approach Alex took to life/travel + Practice identifying dangling modifiers in writing. We'll begin by talking about dangling modifiers. After we go over this, we'll do a few practice questions together. Then, we'll take notes on a Prezi on Transcendentalism (the written transcript for these slides is here). We'll then apply this information and do an online scavenger hunt activity related to the connections between Henry David Thoreau's writing and Alex's adventure in Into the Wild. After we do this, we'll get into groups and choose the one quote in the group that we think has the strongest connection to the text. We'll hear from each group about the quote they chose and hear their justification for choosing it. If there is time left over at the end of class, you can read more of the text. Homework: Read to the bottom of page 37 in Into the Wild.
3/29/22 Objective: Analyze how an author establishes characterization details at the start of a text. We'll start with finishing going over the opening pages analysis questions that we were working on yesterday at the end of class. After this, we'll watch this short interview with Emile Hirsch about how he brought the character of Chris McCandless to life. Do you see how direct and indirect characterization played prominently in Hirsch's efforts to bring Chris to life on screen? Then, we'll do a Pass the Prompt activity in groups to go over last night's reading. If there is time left at the end of class, we'll read the first few pages of tonight's reading together. Homework: Read up to the bottom of page 23.
3/28/22 Objective: Analyze how an author establishes characterization details at the start of a text. We'll start with a warm-up writing prompt. We'll start by finishing the discussion questions from Friday. Then, we'll look at the article we didn't get to on Friday, the one about the mountain climbers. After this, we'll read the first five pages of the text together, and once we finish, we'll start to fill out this note sheet. Homework: Read up to the bottom of page 14.
3/18/22 Objective: Introduce some of the key thematic ideas that will be present in in our next unit. First, a reminder about our short story essay due tonight by midnight. Then, we'll respond in writing to the first slide in this slideshow about feeling free. After this, in pairs, we'll work through a series of discussion questions about key concepts at the heart of our next text, Into the Wild. Next, if there is time, we'll read and annotate an article about the way that hardship forces people to dig deep within themselves. Remember: Your final draft of your essay is due by 11:59 pm today. Make sure you submit it digitally in Google Classroom. Thanks! Have a fantastic spring break!
3/16-17/22 Objective: Make edits to the rough draft of the essay. The focus of today's class will be to wrap up the essay. First, here is how the essay should be formatted. Here is the rubric I will use to score the essay (note: I will take points off of the Spelling/Proofreading category if the essay is not formatted in MLA format and doesn't look like the sample page in the link above).
Tasks for today:
1. Run essays through Grammarly and fill out feedback sheet.
2. Swap essays with peers and get feedback using this peer revision checklist.
3. Make any changes that come up on the essay feedback sheets.
Homework: Final draft of essay due Friday by 11:59 PM in Google Classroom. Note: Essays will drop one letter grade if I receive them after the deadline and we haven't discussed an alternative due date/time.
3/15/22 Objective: Finish writing the rough draft for your short story essay. The goal for today is to finish writing the rough draft for our short story essay. Once you've finished, work on making sure everything is formatted the way it should be. Here is a sample first page---make yours look like this :) Homework: Make sure your rough draft is finished for our block day class. We'll work on revisions then and will put the finishing touches on it. Do not run the essay through Grammarly yet. We will do that together in class.
3/14/22 Objective: Review conclusion paragraph strategies and apply these ideas to a paragraph of our own. We'll start by going over conclusion paragraph tips and looking at a sample conclusion. Then, we'll spend the rest of the period drafting. Homework: I'll do a progress check on Tuesday for the first four paragraphs of the essay---please make sure you've completed at least this much of the essay by then. Do not run the essay through Grammarly yet. We will do that together in class.
3/11/22 Objective: Review counterclaim paragraph strategies and apply these ideas to a paragraph of our own. (Sub in classroom today.) We'll begin by going over a counterclaim paragraph for this essay. We'll read and annotate a sample counterclaim paragraph. The substitute will show you the answer key/annotated version once you've had a chance to try to identify elements on your own. We'll spend the rest of the period drafting, trying to work on our counterclaim paragraphs.
3/9-10/22 Objective: Spend time drafting the first three paragraphs of the essay. (Sub in classroom today.) We'll spend time drafting the first three paragraphs of the short story essay. So: intro, body para #1, body para #2. The assignment is in Google Classroom.
Note: if you need to access on of the stories to get quotes, here are all of the short stories in this unit.
3/8/22 Objective: Review strategies for body paragraph elements and look at a sample body paragraph for this assignment. We'll start by going over support paragraph tips for this essay. We'll also read over and annotate a sample body paragraph (see linked document above). Then, we'll spend the rest of the period starting to draft. You can start first with the introduction or a body paragraph---whatever feels easiest to begin drafting with. The assignment is in Google Classroom.
Note: if you need to access on of the stories to get quotes, here are all of the short stories in this unit.
3/7/22 Objective: Begin brainstorming for our essay on our short story unit. + Review strategies for a introductions and look at a sample introduction for this assignment. First, take a look at brainstorming sheets and spend some time filling these out. Once we do, we'll swap these and check for idea overlap between body paragraphs, on-topic thesis statements, and relevant counterclaim points. Then, we'll review tips for writing introductions, and we'll read/annotate an introduction together in class. After this, we'll have some time to draft.
3/4/22 Objective: Compare narrator perspectives in two separate texts + Discuss the central theme that emerges in a text thanks to the story's resolution. First, we'll look at the final section of "America and I" and respond to this question in our notebooks: What important theme emerges at the end of the story thanks to the narrator's realization? What idea does she finally, after so much struggle, arrive at? Next, we'll read the poem "Defining the Grateful Gesture" by Yvonne Sapia. We'll compare the narrator in this piece to the one in "America and I." Are their perceptions of America similar? After this, if time, we'll begin our final essay assignment for our short story unit today. We'll start by going over the prompt for our final essay on short stories and trying to pick a prompt that resonates with us. Note: We will dive into this essay more deeply on Monday. Please be here next week so you can keep up with the pace of the assignment and receive instruction on it.
3/2-3/22 Objective: Complete background research for the final short story in our unit + Analyze how point of view helps communicate a text's central conflict. First, a warm-up question: Imagine the year is 1895. You have come to America seeking new opportunities and security. You don't speak English. You don't know anyone. You have enough money to pay for the first few days. What would be your plan? What would your approach be to establishing yourself in this new place? What tasks would you tackle first, and what would you save for later? Next, we'll do some pre-reading research on tenement life in 19th century America in advance of starting our next story, "America and I" by Anzia Yezierska (here is the audio book, here is the PDF). We'll share out some of our facts before we start this story. As we read, one that is told chronologically, we'll make a timeline of significant events that happen in the narrator's life. Under each event, think about what the narrator learns from this new chapter/event. What does this event teach her about herself or America? At the end of class, if time, we'll try to answer this question: what role does language play in the narrator's new life in America? Homework: Finish reading the story we started today if we don't finish in class.
3/1/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll start by reading and annotating the poem "The Legend" by Garrett Hongo. After we read, we'll answer these discussion questions in pairs and compare the poem to "Hostage". Then, we'll look at and mark up some sample paragraphs for last night's writing on "Teenage Wasteland" and "Hostage". What areas of overlap do you see between your writing and the two sample paragraph. We'll make any revisions that we need to before submitting these paragraphs today. Homework: Finish your two paragraphs that we looked at today if you didn't already finish them. They are do by the end of the day today (so midnight tonight).
2/28/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll spend a chunk of today's class working on our writing assignment that we prepped for on Friday. Paragraph #1 Prompt: Why do you think Donny is drawn to Cal, his tutor? What is the one trait that Cal has that Donny really connects with? Paragraph #2 Prompt: Which character---Donny or Bruno---is more complicated? Assignment is in Google Classroom. Due Tuesday by end of day. With 10 minutes left, we'll line up in two rows and discuss what you wrote about for paragraph #2 from last night's homework: which character---Donny or Bruno---is viewed as more complex by those around him? Which character is more multi-faceted?
2/25/22 Objective: Compare character motivations for two characters from separate texts + Use evidence to support a central claim in a paragraph. We'll start by finishing up "Hostage." What do you make of the ending? What mood does Oates establish for readings at the story's conclusion? Then, we'll begin comparing and contrasting Donny's character from "Teenage Wasteland" with Bruno's character in "Hostage." Paragraph #1 Prompt: Why do you think Donny is drawn to Cal, his tutor? What is the one trait that Cal has that Donny really connects with? Paragraph #2 Prompt: Which character---Donny or Bruno---is more complicated? Assignment is in Google Classroom.
2/23-24/22 Objective: Analyze how characterization can be used to help establish tension in a text. We'll first finish up our debate from Tuesday and hear from our judge panel. Next, we'll watch this short interview with Joyce Carol Oates. After we finish, we'll discuss: What is unique about her approach to work? About the way she sees herself? Do you know anyone with this type of perspective? Then, we'll dive into our next story, "Hostage" by Joyce Carol Oates (audiobook here, PDF here) We should have time to finish it today. What do you make of the ending? If this story had a concluding message or lesson for readers, what would it be?
2/22/22 Objective: Debate one of the central themes of the story regarding parental involvement in teen education. We'll spend today's class debating the topihostc we prepped for on Friday. Before we start: I put a new round of grades in the grade book this weekend. Please check StudentVue today and submit any missing assignments you see in the grade book (anything that shows as 50% is missing). If we finish and there is time remaining, we'll talk about responsibility for the story's conclusion. Who/what is most to blame for Donny running away?
2/18/22 Objective: Discuss how point of view impacts the mood of the story + Prepare for a debate activity that we'll do on Monday related to the central theme of the story . Start with this warm up writing prompt. After this, read the last page or two of "Teenage Wasteland" together. What do you make of the ending? Did you find yourself taking sides in this story as your read? If so, which sides? If you were Donny's parents, how would you have handled things differently? If you were Donny, how would you have handled things differently? Next, we'll spend time prepping for a debate activity on parental involvement as it relates to teenage education, one of the primary themes in this story. In small groups, we'll brainstorm sides to this central debate topic and come up with reasons that support each side.
2/16-17/22 Objective: Apply our satire analysis to real-world scenarios---which of the issues covered in the story is improvable? + Analyze how point of view and dialogue help to reveal character motivation and establish conflict. We'll start by talking about comma splices vs. fused sentences. After we go over this concept, we'll do questions 1-4 together. Then, we'll get back into groups and hear what your most feasible plan from Tuesday was. After this, take two minutes to come up with as many adjectives as we can to describe your high school experience. Then, we'll take two minutes to come up with as many adjectives that parents/family would use to describe your high school experience. We'll talk about these two lists before diving into our next short story, "Teenage Wasteland" by Anne Tyler (here is the audiobook, here is the PDF). Homework: Finish reading this story for Friday.
2/15/22 Objective: Apply our satire analysis to real-world scenarios---which of the issues covered in the story is improvable? + Compare symbols in two texts from two different mediums. First, we'll read Sylvia Plath's poem "Pursuit" and compare it to "The Devil and Tom Walker." Pay attention to how the poem is structured. How does she use language in interesting ways? What might the panther be a symbol for? Then, we'll revisit our satire paragraphs from yesterday. We'll use these paragraphs for today's activity. In groups, we'll complete this group discussion activity related to our satire writing. Then, if time, link up with one other group in class to share your initiatives and plans to implement them. As you listen, what about the plans seem feasible? What aspects seem more challenging? Then, pick which of the plans is most viable (or realistic). We'll share these with the class.
2/14/22 Objective: Analyze how symbols function in "The Devil and Tom Walker" to help the author articulate themes about wealth and greed + Write about how this text contains satirical elements. We'll start working on this symbolism / satire worksheet after we finish the story. We'll get into groups, brainstorm on what lesson/moral is communicated about each symbol, and then we'll go over these symbol explanations together on the symbolism / satire worksheet. Then, we'll write the satire paragraph on the back of the page. Here are two sample paragraph outlines for this assignment. Homework: Finish the paragraph we worked on today if you didn't finish it already.
2/11/22 Objective: Analyze how symbols function in "The Devil and Tom Walker" to help the author articulate themes about wealth and greed. First, we'll finish reading "The Devil and Tom Walker" by Washington Irving (here is the audio book, here is the PDF, and here is a version with simplified language). Once we finish the story, we'll talk about the ending. What do you make of it? Is this what you predicted would happen to Tom based on the mood that was established earlier in the story?
2/9-10/22 Objective: Analyze how "Masque of the Red Death" communicated larger themes about life/death and virtue/integrity. + Discuss how figurative language is used in Irving's story to develop the setting and mood of the story. We'll start with some time to answer in pairs some analysis questions for "The Mask of the Red Death." Then, we'll do a free write about this writing prompt. After this, start reading "The Devil and Tom Walker" by Washington Irving (here is the audio book, here is the PDF, and here is a version with simplified language). We'll likely only read half today. As we read, we'll pay special attention to the myriad examples of figurative language (specifically sensory language) at the start of the text. We'll sketch out two different elements of the setting based on this figurative language: the inlet and Tom Walker's house. As we read, pay attention to how seeking wealth factors into Tom's life and how it has impacted his character. Homework: Finish "The Masque of the Red Death" analysis questions for Friday.
2/8/22 Objective: Analyze how the character traits of Prince Prospero are revealed in the text. Start with this warm-up writing prompt. Next, for the periods that didn't finish, we'll finish the story from yesterday. Then, we'll work on this mini-research assignment about the Black Plague. We'll use our research to complete a round of Conquer the Room!
2/7/22 Objective: Analyze how the character traits of Prince Prospero are revealed in the text. First, we'll start with a warm-up freewrite on the word "plague." If you were absent on Friday, leave your writing on your desk about "The Yellow Wallpaper." Also, if you were absent on Friday, I need you to skip the warm-up and start working on your STAR testing. You'll do this today for the first 1/3 of class while we start on our next text. Next, we'll read/listen to our next short story: "The Masque of the Red Death" by Edgar Allen Poe (here is the audio book, and here is the PDF). When we reach the part of the story where the palace is described, we'll try to sketch out a floor plan of the different rooms. Does your floor plan look like this? Or here is a Minecraft video version of the castle :) and this is the still image. When we finish, if time, with a partner we'll work on the following: How would you characterize Prospero? Come up with five character traits of his, then think of moments in the story that help communicate those traits to readers.
2/4/22 Objective: Complete STAR testing. The goal for today is to complete a round of STAR testing that the district will use to better understand where we're at with our reading abilities. Directions for how to access the test is in a slide deck on Google Classroom.
2/2-3/22 Objective: Analyze how point of view is essential in establishing the mood of a text. To start, we'll look at the last page of the story together. What do you make of the ending? If the narrator's actions can be interpreted to send a message to her husband and her community, what might that message be? Next, we'll watch Kait Rokowski's poem "A Good Day" (the piece starts at 0:35). After we watch, we'll write on this free-write prompt: how is the narrator's perspective in this piece different from the one presented in "The Yellow Wallpaper"? Compare/contrast the narrator's relationship with family in this piece to the relationship described in "The Yellow Wallpaper." Then, we'll discuss this topic: Is "The Yellow Wallpaper" a cautionary tale for modern readers? Is so, how? If not, why not? After this, we'll start work on a short writing assignment for "The Yellow Wallpaper". We'll first look at a sample paragraph for this assignment before we begin writing. Homework: Make sure your writing about "The Yellow Wallpaper" is finished for Friday's class.
2/1/22 Objective: Analyze how point of view is essential in establishing the mood of a text. We'll start with finishing the background research activity from yesterday. Then, we'll quickly review our comma rules cheat sheet and tackle a series of questions (#12-20) in an online comma practice game. After this, we'll start reading the short story "The Yellow Wallpaper" as we listen to the audiobook (here is the PDF). As we listen, think about point of view: how different would this story read if it was written in something other than 1st person p.o.v.? What does this point of view do for this piece? Why is it essential? We'll read/listen to the first half of the story together. Homework: Finish reading the story tonight.
1/31/22 Objective: Discuss a few elements from the syllabus + Work on a pre-reading activity to gain context for our first text of Semester 2. Welcome back! We'll start by going over a quick update about incomplete grades. Then, we'll go over the seating chart, syllabus, and things of note in the room. After this, we'll do a pre-reading activity for our first short story of this unit, "The Yellow Wallpaper." In your notebook, come up with a list of medical treatments from the past that we no longer use anymore. What was the process like for society to abandon these treatments? What might have been involved in that intellectual growth? Then, we'll start a background research activity for "The Yellow Wallpaper." We'll share the facts we discover in small groups.