1. Show Job Shadow Calendar; see calendar on the board! 2. Check email for message from Kristy! ================================================================= Week of October 28-Nov 1 Monday 10/28 "Sinners in the Hands of An Angry God " sermon by Jonathan Edwards Finish Highlighting & Marking up the sermon on the handout. Fill the margins with notes! Answer questions. Complete T/F Quiz and Selection Test ======================================================= ELA CCSS RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful The Age of Reason: The Right to be Free: Writers in the Time of Revolution Read pp. 256-258. "Speech to the Virginia Convention" (Give Me Liberty or Give Me Death Speech) It's 1775: The American colonies fear a British attack. Patrick Henry speaks to Virginians who are meeting about the issue. He says it is his duty to speak out. He points out that Britain is preparing for war. The British are sending ships and armies to the colonies. The reason for this buildup can only be to attack the colonies. Henry says that the colonists have tried to reach peaceful agreements with Britain, but their efforts have failed. He encourages them to fight to be free. 1. Read pg. 262 Background 3.. Read pg. 260-261 on Persuasive Rhetoric and see worksheet of Literary Devices and Persuasive Techniques used in the speech. What are Ethos, Pathos and Logos? View: How to Identify Ethos, Pathos and Logos Tuesday 10/29 1.View: Who was Patrick Henry? just through 2:07, then 39:48-43:30. 2. See ethos/pathos/logos in action in a commercial: Pathos, Logos, Ethos Commercial 3. Number the paragraphs in the speech! Do this together so we match up! 4. Listen to speech (7 minutes) 5. Next, go over the persuasive techniques and rhetorical devices in the speech Relevance for Today: What We Can Learn from Patrick Henry's Speech Read paragraphs 1-4 and 8-end Literary Devices in the Speech Quiz together On Weds, start at paragraph 8 and do quiz together ======================================================= Wednesday 10/30 ACT 8:30-noon in auditorium Answers here: 1163E and 1165D Correct ACT tests in class Thursday 10/31 Finish Speech in the Virginia Convention and Quiz ======================================================= Previous Weeks' Lessons Week of October 21-25 Monday 10/21 Socratic Seminar: Armed with ALL of the background knowledge, let's begin! Add to your notes during discussion! We will honor the EMPTY chair policy so that if anyone from the OUTER circle feels the need to add or revise something important to the circle, he/she may do so quickly. Remember the guidelines: Refer to the text! Take turns! Use each others' names! Elaborate on others' ideas! Include everyone! Fill out the Socratic Sem Discussion Checklist for the person whose letter matches yours. Group 1: Compare the Native American creation myth to Christianity & Islam and discuss 4 other questions related to Sky Tree, Trickster Tale, and The World on the Turtle's Back Group 1=A. Griffin, B. Eric, C. Adam, D. Faith, E. Abbie, F. Emma, G. Taylor Group 2: Compare the Native American creation myth to Buddhism & Hindu and discuss 4 other questions related to the Sky Tree, Trickster Tale, and The World on the Turtle's Back Group 2=A. Connor, B. Justin, C. Sayda, D. Genevieve, E. Olivia, F. Jessica, G. Aysia If time allows, meet with your evaluator to discuss your performance in the Socratic Seminar. Turn in Evaluator Sheets before you go. ======================================================= Tuesday 10/22 Collaborate with Socratic Partner for 3-4 minutes. Give each other CONSTRUCTIVE feedback. Please give me the Socratic Sem Observation /EvaluatorForm. View: Iroquis Creation Story Quickly Review these flashcards for "The World on the Turtle's Back." Then review this set of flashcards Now, get lit book and Creation Myth notes to... Complete Quiz on The World on the Turtle's Back and other Creation Myths ======================================================= Wednesday 10/23 1. Review Grammar Lab Expectations MUG: Introduce Semicolons (Important: Click to download this document! Study it carefully!) What's the difference between a semicolon sentence and a FANBOYS sentence? Pre-test with semicolons and colons packet 2. View Sean on Semicolons 3. View ACT Grammar: Semicolons 4. Try the Semicolons and Colons Quiz 5. Now practice using semicolons 6. Do Semicolons #1 at OWL 7. Do Semicolons #2 at OWL 8. Try this Semicolons and Colons practice quiz at Quia (just type in anything in the name box...this is for PRACTICE!) 9. For a LAST practice, do the Semicolon assignment at Quia --This is PRACTICE at QUIA. DON'T skip it!! Did you do ALL of the practice? DO NOT SKIP THE PRACTICE!! Practice makes progress! Finally, complete these two 15-pt. assessments below. I'll record the better score of the two. **Keep the cheat sheets open. Here they are: Semicolons Rules What's the difference between a semicolon sentence and a FANBOYS sentence? 10. Semicolon Quiz at Quia for a grade 11. Semicolons and Colons for a grade Thursday 10/24 The Puritan Tradition: Historical Background: Between Heaven and Hell Read pp. 134-135 in textbook Historical Context The aftermath of the 1692 Salem Witchcraft Trials and the burgeoning affluence of the New England colonies caused decreased participation in Puritan congregations. Jonathan Edwards, a fourth generation Puritan minister, sought a revival of religious fervor with a movement known as the Great Awakening. “Sinners in the Hands of an Angry God”--a "fire and brimstone" sermon was delivered on July 8, 1741, to a congregation in Enfield, Connecticut. This sermon--that focused on the sinfulness of humanity and the eternal damnation of sinners who don't accept Christ-- may have been intense, but the Great Awakening movement failed to revive Puritanism. Read pg. 152 Building Background see pp. 153-156--pictures and quotes View: TED Video Introduction Read p. 160 on Edwards Got this far on Thursday Preview: "Sinners in the Hands of an Angry God" by Jonathan Edwards One of the angriest and most evocative sermons ever delivered, this speech, which could be subtitled "Hell and How to Avoid it," will stay with you for a long time. View: Prezi Figurative language used in the sermon: Simile, Metaphor, Personification, Hyperbole, Alliteration Follow along on the handout as we listen from 18:50 to 29:25 Highlight & Mark up the sermon on the handout. Fill the margins with notes! Answer questions. Complete T/F Quiz and Selection Test ======================================================= Friday/10/25 ELA CCSS RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful The Age of Reason: The Right to be Free: Writers in the Time of Revolution Read pp. 256-258. "Speech to the Virginia Convention" (Give Me Liberty or Give Me Death Speech) It's 1775: The American colonies fear a British attack. Patrick Henry speaks to Virginians who are meeting about the issue. He says it is his duty to speak out. He points out that Britain is preparing for war. The British are sending ships and armies to the colonies. The reason for this buildup can only be to attack the colonies. Henry says that the colonists have tried to reach peaceful agreements with Britain, but their efforts have failed. He encourages them to fight to be free. 1. Read pg. 262 Background 2.View: Who was Patrick Henry? just through 2:07, then 39:48-43:30. 3.. Read pg. 260-261 on Persuasive Rhetoric and see worksheet of Literary Devices and Persuasive Techniques used in the speech. What are Ethos, Pathos and Logos? View: How to Identify Ethos, Pathos and Logos See it in action in a commercial: Pathos, Logos, Ethos Commercial 4. Number the paragraphs in the speech! Do this together so we match up! 5. Listen to speech (7 minutes) 6. Next, go over the persuasive techniques and rhetorical devices in the speech Relevance for Today: What We Can Learn from Patrick Henry's Speech Read paragraphs 1-4 and 8-end Literary Devices in the Speech Quiz together ======================================================= Week of October 15-18 Tuesday 10/15 MUG: (Mechanics, Usage & Grammar) Another of the 6 most commonly tested marks of punctuation on the ACT is the COLON Your Objective: -To become familiar with the rules that govern the use of colons in well-written sentences -To develop basic skills in the use of colons in well-written sentences -To practice using colons in various writing situations The following set of exercises are all for practice! **Grammar reminder: Please don't EVER skip the practice activities I provide for you every week. You'll practice the skills you need for the assignments or quizzes. Remember that ALL of these skills will be tested on the ACT, Accuplacer, etc. Take Pre-test 1. Review this Colon Punctuation Guide 2. View the Colon PPT 3. View Shaun on Colons 4. Then, View: ACT English Tips: Colons 4. Now Practice! There is MORE than one right answer for each!! 5. Take this 4-pt. Quiz from the MLA Style Center 6. Finally, here is a CHEAT SHEET with all of the rules and examples. Please remember this important rule: there MUST be a COMPLETE sentence before a colon! One last rule: When using a quotation of 3 lines or longer, use a COLON to introduce it, not a comma. Now STOP and Complete BOTH the 1. Colon Assignment #1 at Quia for a grade. 2. Colon Assignment #2 at Quia for a grade. Both are worth 10 points. I'll record the better of the two. Both will contain feedback as you go. ================================================================================================== Wednesday 10/16 Do NOT SKIP or simply SKIM the practice activities! They are intended to help you master the skill!! 1. CAREFULLY Review Grammarbook.Com Colon Rules Next, look at Semicolon vs. Colon: Basic review of the rules (semicolons will be our NEXT unit) 2. See Colon Rules--especially the sentences in the 4 boxes! 3. Colons at Khan Academy--WATCH THE VIDEOS FOR MORE HELP!! 4. What is a colon? 5. Do Colon Exercise 1 6. Do Colon Exercise 2 *Here is a Punctuation Guide for Colons * Here is a CHEAT SHEET with all of the rules and examples. HEY!! Keep scrolling down on this page! Use the rules links above while you take the quizzes! Open several tabs with rules open if you need. I'll take the better score of the two colon quizzes below. Both are worth 17 points. Please remember this important rule: there MUST be a COMPLETE sentence before a colon! -- Take Colons Quiz #1 at Quia (Instant feedback will be provided) --Take Colons Quiz #2 at Quia (No feedback will be provided until after all have taken). ================================================================================================ Wednesday 10/16 and Thursday 10/17 Begin preparing for a Socratic Circle discussion over Creation Myths next Monday. You will be graded by your peers on your participation in the discussion, so find at least one hour between now and Monday to read, watch and analyze the 6 minutes of video, respond to the questions, compare the creation stories, and comment on the Trickster Tales. Here are the Important Things You Need to Know for Socratic Sem: View: Socratic Seminars *Note that the teacher is NOT involved in the Socratic Seminar. In this first discussion especially, I will not contribute or participate. I will be observing along with your evaluators. 1. Socratic Seminar Guidelines 2. Groups for Socratic Sem (this is last year's list. I'll update it but wanted you to see what it looks like) 3. Observation Form for Socratic Sem ELA Standards for this lesson: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Assignment: Native American Creation Story Objective: To understand the importance of oral tradition in our country's earliest literature, to compare multiple versions of the Creation story, and to understand the concept of the "trickster tale." If you are absent Thursday or Friday, follow the directions in THIS PACKET 1. Read "The Sky Tree" on page 1 of packet and answer the discussion questions on pg. 2. 2. Then Use YouTube to view these 4 short, simple video clips and take notes on each creation story on the chart provided in packet called The Sky Tree-Connecting to Creation Myths, comparing it to "The Sky Tree" Do a DETAILED comparison instead of a CURSORY comparison Islamic Creation Story (1:48) Christian Creation Story (1:54) Buddhist Creation Story (:53) Hindu Creation Story (2:41) **If these YouTube videos are blocked on your school laptop, use a home computer. 3. Next Read the Trickster Tale in your packe (4th page of tex)t--A Snail's Tale, then WATCH the Trickster Tale- " Coyote and the Wonderful News." From the 3rd page of your packet, be prepared to comment on how well these 2 Trickster Tales follow the FORMULA outlined in your packet. Click to Watch The Coyote and The Wonderful News (get past the mullet and the creative presenter!) ============================================================================================= Friday 10/18 Reading Lab Day Do a Quick Review of "The Sky Tree" View THIS Story Presentation In “The Sky Tree”, a creation myth (an earth diver myth), Aataentsic (Ay-tay-ent-sick) (the Earth Mother) cuts down the SkyTree (the Tree of Life) because her ailing husband, the chief (the Great Spirit) of Sky Land (Heaven or the Garden of Eden) asks her for the tree’s healing fruit. When the Sky Tree falls through a hole in the sky, she throws herself after it. Animals on the water-covered earth hurry to build an island (the earth) upon Turtle’s back, where Aataentsic and the SkyTree can come to rest. Eventually, the Sky Tree takes root in the new earth. 1. First, read about Diver Myths-- Carefully read paragraphs 1, 2 and 4 and fill in info on the 5th page of text in your packet. then look at your Christianity/Sky Tree Boxes. Add any information you believe is pertinent. 2. Now read and add this info about archetypes to the 5th page of your packet. Archetypes: Myths told by peoples around the world share common elements known as archetypes. An archetype is a symbol, story pattern, event, character type or landscape found in literature across different cultures and eras. Mother Earth, the Tree of Life, the Garden of Eden, Good and Evil are all archetypes in creation stories. **Here is another important detail that I hope you noticed: a TURTLE 🐢is the organizer of the rescue effort. A female turtle. Why do you think the tribe that told this story chose a TURTLE? Why not use a different animal? Aha!!: On the 5th packet of your packet, record information you learn after you read: Native American Turtle Mythology Assignment : Now turn to our Literature Book and read pp 20-31 including Part I intro: In Harmony with Nature, the Build Background Info on pg. 24 and then"The World on the Turtle's Back" creation myth. You could also Listen to: "The World on the Turtle's Back" as you follow along in Yellow Lit Book pg.24. Audio is 17:43. (If link above doesn't work, go HERE and click story link on left) If you are absent here is AN ONLINE VERSION. Finally, see the Creation Myths box on pg. 31 Also read The Earth Diver Creation Myths Be Ready for Socratic Circle Seminar on Monday! October 7-10, 2019 Monday 10/7 Lit: Begin Notes on the 10 Major Movements in American Literature View: All About American Literature as we take notes ======================================== Tuesday 10/8 Finish notes on 10 Major Movements in American Literature View: All About American Literature ========================================= Wednesday 10/0 View short American Literary Movements (3:42) CLOSELY View History of American Lit. Part I (5:18) and Part II (7:04) And since you jumped into US History at the point where REALISM in literature begins, view Get Real: An Introduction to Realism ========================================= Thursday 10/10 Phone in caddy. If MR. D seeS a phone before the end of class, you will forfeit points for today’s assessment. SPREAD OUT! NO MORE THAN 2 PER TABLE! Notes on table.You have ALL the answers in your packet! Take your time! Water on the floor! When you finish, work QUIETLY on something else to allow everyone time to FOCUS! NOW Take this Informational Text assessment: Major Movements Quiz ========================================= October 1-4, 2019 Tuesday 10/1 Introduction to Mechanics Usage Grammar (MUG) Discuss Grammar Lab Expectations Our study of MUG this year will be tailored SPECIFICALLY to prepare you for the four big standardized tests you'll take (PSAT, ASVAB, ACT, Dakota Step). The following info comes from an official ACT test prep site: "In order to do well on the ACT and PSAT English Tests, you need to know the basic rules of grammar. Specifically, you need to know the rules of grammar most often tested by the ACT. These Usage/Mechanics topics are: 1. Punctuation (end marks, apostrophes, colons, semicolons, hyphens, dashes, ellipsis, commas) 2. Basic Grammar and Usage (S-V agreement, Prounoun agreement) 3. Structure (parallel structure, misplaced and dangling modifiers) "The ACT English Test requires that you know the rules for the following types of punctuation: Commas Apostrophes Semicolons Colons Parentheses and Dashes Periods, Question Marks, and Exclamation Points Not all of these punctuation types are tested on every ACT English Test. However, you can definitely expect to find questions dealing with the first four items of the list on the English Test you take. Apostrophes are the second most commonly tested punctuation mark on the English Test. Apostrophes primarily indicate possession, but they also take the place of omitted letters in contractions (for example, “was not” becomes “wasn’t” and “it is” becomes “it’s”). You will be tested chiefly on your knowledge of the apostrophe’s possessive function. Why do we have to study apostrophes?? Can you spot the errors on these real signs and ads?! Click to see Apostrophe Abuse- AND Apostrophe Catastrophes-keep scrolling down the page to see all the photos! 1. View: When to Use Apostrophes 2. View: Apostrophes Trick 2. View the Apostrophe PowerPoint and Apostrophe Cheat Sheet 3. Click to Review Apostrophe Rules *Note especially apostrophe use with amounts--one week's time but two hours' time Measurements of time The possessive apostrophe is also used for measurements of time such as a week’s time (a=singular=1) two weeks’ time (2=plural, so apostrophe AFTER the s) six months’ jail one day's pay twenty years’ service Also tricky: Some nouns are irregular in their plural form. They do not merely add an s to their singular forms to create the plural. Nouns such as man, woman, and child change their spelling to men, women and children. In these cases, an apostrophe followed by an s is needed. one child= a child's toy two children=children's toys (always 's) one woman's dress vs. two women's dresses (always 's) one man's beard vs. the men's beards NEVER use apostrophes with possessive pronouns his, hers, ours, yours theirs, its . (it's=it is) Assignment: 1. Apostrophes Packet. Do first full page called Practice Test 2. Go to front of 2nd sheet of paper to see Apostrophe Rules. This will be your cheat sheet for assessments 3. Complete the exercise at the bottom of that page called Using the Apostrophe 3. Do the back of the first page. 4. Do the back of the 2nd sheet of paper (13 questions on top, 5 on bottom) 5. Do both sides of the 3rd sheet. Finish whatever we don't get done in class for Wednesday! =============================================== Wednesday 10/2 MUG (Mechanics, Usage & Grammar): Apostrophes View: ACT Apostrophes Go through Apostrophes Packet assigned yesterday. Review Grammar Lab Expectations Complete the following activities for more practice. Focus and concentrate. Work quickly and quietly. These will help you with the two assignments you will complete for a grade. If you take this seriously, these activities should take you 5-8 minutes. 1. Practice with It's and Its--Look at the top of the page to see if you answer the question correctly! 2. Practice with Their, There and They're 3. Apostrophe Practice at GrammarBook.com For today's two assessments at Quia, keep open the Review Apostrophe Rules You may also use your Apostrophe Packet. IMPORTANT REMINDER: If you talk to ANYONE other than me before everyone is done quizzing, you'll forfeit your points for the assignment! Now Click to complete first practice assignment at Quia-- use the rules on the apostrophe packet/cheat sheet or link above! Then Click to complete the second assignment at Quia: **Both of these assignments are worth 14 points. I often give two assignments or quizzes with the same point value and then record the better of the two (or 3 and record the better 2 of 3). I left the answers turned on for these two so you can see what mistakes you might be making. *Remember: The plurals for numbers used as nouns are not formed with apostrophes! Example: I am a fan of the 1960s. He grew up in the '80s. Assignment: FInish the 2nd page of the other Apostrophes packet =============================================== Thursday 10/3 Review Grammar Lab Expectations Remember: The plurals for numbers used as nouns are not formed with apostrophes! Example: I am a fan of the 1960s. He grew up in the '80s. Now Practice quietly on your own. Focus, concentrate and ask questions if you are confused! 1. Grammar Bytes: Apostrophes #1 2. Grammar Bytes: Apostrophes #3 3. Click for Catastrophes of Apostrophes--read the red instructions! For today's two assignments, keep open the Review Apostrophe Rules You may also use the Apostrophe Packet.. Now Click here to take the Apostrophes Quiz at Quia for a grade. Then Click here to take a second Apostrophes Quiz at Quia. **Both of these quizzes are worth 16 points. During the school year, I often give two assignments or quizzes with the same point value and then record the better of the two. For that reason, I do not offer extra credit and I never "round up" grades because I am always dropping your lowest grammar grade. ================================================================================== Friday 10/4 MAP Test Scores and Analysis *Alternate Assessment Day. In order to do a 14 or 16-point re-take, you need to show me the completed 2nd page of Tuesday's worksheet packet. Each side is a story that requires apostrophes. When you arrive, give me that page with your name on it. While you view the Focus on the Future videos, I'll look at your worksheet. No completed 2-sided worksheet=no retake. If you do another assessment and I don't have your practice worksheet, I will not look at another score. Remember: After today, there's no going back to apostrophe make up or retake. If you are NOT doing another assessment, work QUIETLY on something else so as not to disturb others' concentration! 3rd Try 14-point assessment: Apostrophes Practice #3 3rd Try 16-point assessment: Apostrophes One More Try Week of October 29-November 2, 2018 Monday 10/29 Finish your trip to Walden. As you work your way through reading the text, record thoughtful responses. When you finish your packet, come and show me that you're done and borrow my keys Tuesday 10/30 Gather resources for assessment Click to Access Notes for Literature Unit test Wednesday-- Add Phillip Freneau's poem "On the Emigration to American & People of..." (packet--poem explication) 4. After your journey, we'll return here: View: Walden: The Ballad of Thoreau-part 1 (7:35) View: Walden: The Ballad of Thoreau-part 2 (9:32) View: Walden: The Ballad of Thoreau part 6 at 3:57 (5:30) 5. . Finally, AFTER you finish the close reading activity and read these TWO Real-World Applications of Thoreau's philosophy: View: Learn to 'live deliberately' with 'Walden' game on Thoreau's birthday Story #1 Lessons from the first tiny house evangelist Story #2 Be sure to click thru the photos--the very last one is the cabin and Thoreau statue Thoreau's 200th Birthday Party (2017) ========= If Thoreau's writing "struck a chord" in you, read... Thoreau and Pink Floyd! Time lyrics Time at 2:07 The last lines of Walden: "Only that day dawns to which we are awake. There is more day to dawn. The sun is but a morning star." Explanation? Every morning a new day dawns, the sun comes up--but you don't see that dawn, or experience that light, unless you are out of bed and awake to see it. In the same way, there are many opportunities to become an enlightened person, to "see the light" of truth, to grow in learning and wisdom -- but we will receive that "light" only to the extent that we are awake to it, that is, open to receiving it, ready to hear or see. Transcendentalism tells us that. For instance, in "Self-Reliance" Emerson wrote that "A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages." In that line, he is saying that we must trust our own thoughts, we must see and hear our own wisdom. We should not dismiss our own thoughts and replace them with the words of poets and people that society calls wise. The "luster of the firmament" would be like the reference in your quote to "the light which puts out our eyes." That light, the wisdom offered by the words of others, can be so bright that it blinds us -- and here I think he is saying that if we take someone else's words IN PLACE OF our own thoughts and in-ward knowing, we will not be able to be enlightened, but will suffer a different kind of darkness. It takes more than "the mere lapse of time" to bring us enlightenment. It takes our own attendance to the matter; it takes trusting our inward thoughts and experiences. Wednesday 10/31: Happy Halloween! Objective Unit Test today and Thursday Week of October 22-26, 2018 Monday 10/22 Log in to Libary App Remember the Passion with Purpose theme from Friday? Find your ACT practice passage about The Simpsons! Literature: Read pp. 336, 340-342: Intro to Romanticism and Transcendentalism Read intro to from "Self Reliance" by Ralph Waldo Emerson pg. 363 Aphorisms Group Activity Group 1=February=Connor, Epiphany, Grayson, Jace Group 2=March=Breanna, Bryan, Emma, Jessie Group 3=April=Bess, Hannah, Isaiah, Jerrica Group 4=Summer=Isak, Cheyanne, Maria Group 5=Early Fall=Jordan, Kaitlyn, Kylie, Charlie Group 6=Late Fall=Taryn, Riley, Truman, Scott Spend time with your group researching and recording information about your aphorism, then present to class by creating a Google Slide in THIS PRESENTATION. Put the image of your Aphorism on the first slide and your responses on the 2nd slide. Also see which question(s) on the analysis sheet your group is responsible for answering after we read and study Self Reliance Use THIS Literary Devices Site for research. Not all of the aphorisms will be found there! Never rely on just one source! Type the aphorism into the Search box. Tuesday 10/23 Library App Check ACT passage Return to lit book pg. 363--Published in 1841, "Self-Reliance" is an essay that urges readers to trust their own intuition and common sense rather than automatically following popular opinion and conforming to the will of the majority. Read and study the passage from "Self-Reliance" following these steps. 1. Open the AUDIO VERSION HERE (just 4 1/2 minutes). 2. Follow along on THESE Hard Copies as you listen--MORE THAN ONCE! Sorry about the quality. It's the best our copier could do. If you zoom in, it's a lot better! I included 2 copies of the essay. DO look at both, as there are good margin notes and comments on BOTH copies! 3. Complete this ANALYSIS. (I will also give you a hard copy) in our group. Answer the questions assigned to your group. This is the kind of analysis you will have to do for AP! Each group will be responsible for sharing out on the analysis --Two themes to watch for: 1. Trust your own inner voice! 2. Avoid consistency as an end in itself: Being too consistent and blindly following someone else's ideas is not always wise. An idea or regimen to which you stubbornly cling can become outmoded tomorrow. Is Emerson's work relevant today? The answer, I believe, is resounding YES! Emerson's observations of his own society and of the individual's place in it still hold true today, more than one hundred years after his death. Throughout his work, Emerson emphasizes the value of and encourages the development of individuality, a celebration of both the mind and the spirit which, as the world grows more complex, is as applicable today as it was during Emerson's day.. "Nothing is at last sacred but the integrity of your own mind," he writes in Self-Reliance . See Emerson Quote Photo to the right for another RELEVANT bit of GROWTH MINDSET wisdom: If you’ve ever done any serious weight training you know that your muscles won’t grow if you keep on doing the same thing. They will max out! As in the gym, so it is in life. If you don’t stretch yourself, if you don’t get out of your comfort zone and do what you haven’t done before (whether that's in academics, athletics, activities, volunteerism, travel) you will never grow. So commit to raise the bar today, stretch your horizons, and you will stretch your life! Literature: from "Self Reliance" 1. Emerson Quotes 2. View this Student Project, which other than the pronunciation of Socrates, does a nice job of summarizing the piece. Click to Access Notes for Literature Unit test next week ================================================================= Wednesday 10/24, "Self Reliance"--Share analyses from slides and worksheet View: Ralph Waldo Emerson and the Psychology of Self-Reliance Thursday 10/25 DEAR--10 people gone, so we READ!! Friday 10/26 FFA Girls: Here is your copy Today we'll learn about the man who brought us these great aphorisms for life: 1. "The mass of men lead lives of quiet desperation." so.... 2. "Go confidently in the direction of your dreams. Live the life you've imagined." 3. "Our life is frittered away by detail....simplify, simplify!" Before your trip to the woods, to learn more about Henry David Thoreau: View: Thoreau and Walden Pond (4:11) Today and Monday, you will take a quiet, SELF-guided tour through Henry David's Thoreau's "Walden"! Enjoy your trip to the woods!! 1. Get a big yellow lit book. If you are absent, Here is your copy 2. Get a Walden activity packet. 3. Turn to pg. 381. Read EVERYTHING on that page as an introduction. Then read first 2 pages of packet. Also please use the packet as your own READER'S NOTEBOOK to jot down some of Thoreau's aphorisms. As you work your way through reading the text, record thoughtful responses. 4. After your journey, we'll return here: View: Walden: The Ballad of Thoreau-part 1 (7:35) View: Walden: The Ballad of Thoreau-part 2 (9:32) View: Walden: The Ballad of Thoreau part 6 at 3:57 (5:30) 5. . Finally, AFTER you finish the close reading activity and read these TWO Real-World Applications of Thoreau's philosophy: View: Learn to 'live deliberately' with 'Walden' game on Thoreau's birthday Story #1 Story #2 Be sure to click thru the photos--the very last one is the cabin and Thoreau statue Thoreau and Pink Floyd! Time lyrics Time at 2:07 Thoreau's 200th Birthday Party (2017) The last lines of Walden: "Only that day dawns to which we are awake. There is more day to dawn. The sun is but a morning star." Explanation? Every morning a new day dawns, the sun comes up--but you don't see that dawn, or experience that light, unless you are out of bed and awake to see it. In the same way, there are many opportunities to become an enlightened person, to "see the light" of truth, to grow in learning and wisdom -- but we will receive that "light" only to the extent that we are awake to it, that is, open to receiving it, ready to hear or see. Transcendentalism tells us that. For instance, in "Self-Reliance" Emerson wrote that "A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages." In that line, he is saying that we must trust our own thoughts, we must see and hear our own wisdom. We should not dismiss our own thoughts and replace them with the words of poets and people that society calls wise. The "luster of the firmament" would be like the reference in your quote to "the light which puts out our eyes." That light, the wisdom offered by the words of others, can be so bright that it blinds us -- and here I think he is saying that if we take someone else's words IN PLACE OF our own thoughts and in-ward knowing, we will not be able to be enlightened, but will suffer a different kind of darkness. It takes more than "the mere lapse of time" to bring us enlightenment. It takes our own attendance to the matter; it takes trusting our inward thoughts and experiences. Click to Access Notes for Literature Unit test Thursday ================================================================= October 15-19, 2018 Monday 10/15 and Tuesday 10/16 ELA CCSS RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful The Age of Reason: The Right to be Free: Writers in the Time of Revolution Read pp. 256-258. "Speech to the Virginia Convention" (Give Me Liberty or Give Me Death Speech) It's 1775: The American colonies fear a British attack. Patrick Henry speaks to Virginians who are meeting about the issue. He says it is his duty to speak out. He points out that Britain is preparing for war. The British are sending ships and armies to the colonies. The reason for this buildup can only be to attack the colonies. Henry says that the colonists have tried to reach peaceful agreements with Britain, but their efforts have failed. He encourages them to fight to be free. 1. Read pg. 262 Background 2.View: Who was Patrick Henry? just through 2:07, then 39:48-43:30. 3.. Read pg. 260-261 on Persuasive Rhetoric and see worksheet of Literary Devices and Persuasive Techniques used in the speech. What are Ethos, Pathos and Logos? View: How to Identify Ethos, Pathos and Logos See it in action in a commercial: Pathos, Logos, Ethos Commercial 4. Number the paragraphs in the speech! Do this together so we match up! 5. Listen to speech (7 minutes) **Got through paragraph 6. Pick up at 7 on Tuesday 6. Next, go over the persuasive techniques and rhetorical devices in the speech Relevance for Today: What We Can Learn from Patrick Henry's Speech Read paragraphs 1-4 and 8-end Literary Devices in the Speech Quiz together Wednesday 10/17 Common Core focus: Text dependent Questions for "What is an American?" RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text Objective: You are no doubt familiar with the term "melting pot" used to describe America. Today you'll learn about the man and the literary work in which that phrase was first coined! The “melting pot” is one of the strongest images of America’s willingness to welcome and embrace people from many different countries, races, and religions, all hoping to find freedom, new opportunities, and a better way of life. The old "melting pot" metaphor is giving way to new metaphors such as "salad bowl" and "mosaic", mixtures of various ingredients that keep their individual characteristics. Immigrant populations within the United States are not being blended together in one "pot", but rather they are transforming American Society (and South Dakota! )into a truly multicultural mosaic. New Hindu Temple in Tea But first, we'll kick it back to when your parents were young to see how they might have learned about View: "The Great American Melting Pot" View: Six Americans Project: What does it mean to be an American? Read before viewing: Throughout our nation's history, the United States of America has been described as a "melting pot" of different people, cultures, and ideas. At the same time, we citizens are united under a common flag. Given a country so prominent on the world stage... and one with steep demographic diversity, what factors contribute to an "American identity?" Six Americans is an original, devised theatrical event that incorporates autobiographical material, sketch comedy, poetry, music, dance, and multimedia to explore the question, "What does it mean to be 'American'?" We will look at two "Letters" today: Revolutionary Age: "What is an American?" written in 1782 by Michel-Guillaume Jean De Crevecouer Relevance Today: "What is an American?" written 235 years later in February 2017 by Immigration Lawyer Randy Feldman Read pg. 289 (Build Background and Active Reading) and pg. 294 (the blue box) View St. Jean De Crevecoeur: Letters from an American Farmer (stop at 2:06) View Intro and record these notes on De Crevecouer (3:19) on the BACK of your packet Read the Epistle (Letter) together, then fill in the close reading activity. Answer Discussion questions on 3rd page of packet. Thursday 10/18 Let's look at a poem about emigration written about the same time as the "What is an American?" letter See Collections book pg. 151, Read about Freneau Go to pg. 155. Published in 1795 "On the Emigration to America & Peopling the Western Country" by Philip Freneau The tone of Freneau’s “On the Emigration to America and Peopling the Western Country” seems very festive and positive. Is it? Though it seems to be built on the depictions of nature, this poem is a political verse. The poet expressed the Nationalism that was common during the era and that can be found in the works of J.Hector St.John de Crevecoeur and Benjamin Franklin. Review explication and summary of poem. See another analysis here If time allows... Read the 2017 essay "What is a American?" Discuss 3-2-1 at tables, and share out. 3=most important sentences in the essay 2=most powerful arguments 1=main similarity between the 1782 essay and this one from 235 years later. Friday 10/19 Friday Focus on the Future: Preview: The Importance of PASSION for your job 1. Joel Sartore: Animal Photographer (12:42) Passion with a purpose. Sartoris' passion will ensure that we'll remember them after they're gone! "The rest of my life will be spent doing something that matters." 2. Carrol Spinney: Big Bird (3:15)--Talk about PASSION for your job! 3. A Remarkable Rescue (2:41) 4. Yes, She Can! (2:25) 5. The Lunch Lady (2:48) 6. It's Not Rocket Science (2:29) What all of these stories have in common is that element of pasion. You heard the same words and phrases in many of these stories: "doing something worthwhile," "making a difference," "finding my purpose." EXPLORING is how we discover our passions! Assign: ACT passage on Matt Groening ================================================================= October 9-12, 2018 Tuesday 10/9 Socratic Seminar: Armed with ALL of the background knowledge, let's begin! Add to your notes during discussion! We will honor the EMPTY chair policy so that if anyone from the OUTER circle feels the need to add or revise something important to the circle, he/she may do so quickly. Remember the guideines: Refer to the text! Take turns! Use each others' names! Elaborate on others' ideas! Group 1: Compare Native American creation myth to Christianity & Islam and discuss 3 other questions from Sky Tree and Trickster Tale. Group 2: Compare Native American creation myth to Buddhism & Hindu and discuss 3 other questions from Sky Tree and Trickster Tale. If time allows, meet with your evaluator to discuss your performance in the Socratic Seminar. Turn in Evaluator Sheets before you go. ================================================================= Wednesday 10/10 Collaborate with Socratic Partner for 3-4 minutes. Give each other CONSTRUCTIVE feedback. Please give me the Socratic Sem Observation Form. View: Iroquis Creation Story Quickly Review these flashcards for "The World on the Turtle's Back." Then review this set of flashcards Now, get lit book and Creation Myth notes to... Complete Quiz on The World on the Turtle's Back and other Creation Myths ================================================================= Thursday 10/11 and Friday 10/12 The Puritan Tradition: Historical Background: Between Heaven and Hell Read pp. 134-135 in textbook Historical Context The aftermath of the 1692 Salem Witchcraft Trials and the burgeoning affluence of the New England colonies caused decreased participation in Puritan congregations. Jonathan Edwards, a fourth generation Puritan minister, sought a revival of religious fervor with a movement known as the Great Awakening. “Sinners in the Hands of an Angry God”--a "fire and brimstone" sermon was delivered on July 8, 1741, to a congregation in Enfield, Connecticut. This sermon--that focused on the sinfulness of humanity and the eternal damnation of sinners who don't accept Christ-- may have been intense, but the Great Awakening movement failed to revive Puritanism. Read pg. 152 Building Background see pp. 153-156--pictures and quotes View: TED Video Introduction Read p. 160 on Edwards But first, a Literary parody: an imitation of the style of a particular writer, artist, or genre with deliberate exaggeration, usually for comic effect. As the Puritans believed they were devout and deserving of salvation, you too believe you are a good student. You do your homework. You come to class on time. You believe you will be successful, then you hear THIS: Sinners in the Hands of an Angry Principal. If that scares you, Imagine how the Puritans felt when they heard... Preview: "Sinners in the Hands of an Angry God" by Jonathan Edwards One of the angriest and most evocative sermons ever delivered, this speech, which could be subtitled "Hell and How to Avoid it," will stay with you for a long time. View: Prezi Figurative language used in the sermon: Simile, Metaphor, Personification, Hyperbole, Alliteration Follow along on the handout as we listen from 18:50 to 29:25 Highlight & Mark up the sermon on the handout. Fill the margins with notes! Answer questions. Complete T/F Quiz and Selection Test ================================================================= October 1-5, 2018 Friday 10/5 Reading Lab Day Begin preparing for a Socratic Circle discussion next Tuesday. You will be graded by your peers on your participation in the discussion, so find at least one hour between now and Monday to read, watch and analyze the 6 minutes of video, respond to the questions, compare the creation stories, and comment on the Trickster Tales. Here are the Important Things You Need to Know for Socratic Sem: View: Socratic Seminars *Note that the teacher is NOT involved in the Socratic Seminar. In this first discussion especially, I will not contribute or participate. I will be observing along with your evaluators. 1. Socratic Seminar Guidelines 2. Groups for Socratic Sem 3. Observation Form for Socratic Sem Do a Quick Review of "The Sky Tree" View THIS Story Presentation In “The Sky Tree”, a creation myth (an earth diver myth), Aataentsic (Ay-tay-ent-sick) (the Earth Mother) cuts down the SkyTree (the Tree of Life) because her ailing husband, the chief (the Great Spirit) of Sky Land (Heaven or the Garden of Eden) asks her for the tree’s healing fruit. When the Sky Tree falls through a hole in the sky, she throws herself after it. Animals on the water-covered earth hurry to build an island (the earth) upon Turtle’s back, where Aataentsic and the SkyTree can come to rest. Eventually, the Sky Tree takes root in the new earth. 1. First, read about Diver Myths-- Carefully read paragraphs 1, 2 and 4, then look at your Christianity/Sky Tree Boxes. Add any information you believe is pertinent. 2. Now read this about Archetypes: Myths told by peoples around the world share common elements known as archetypes. An archetype is a symbol, story pattern, event, character type or landscape found in literature across different cultures and eras. Mother Earth, the Tree of Life, the Garden of Eden, Good and Evil are all archetypes in creation stories. **Here is another important detail that I hope you noticed: a TURTLE 🐢is the organizer of the rescue effort. A female turtle. Why do you think the tribe that told this story chose a TURTLE? Why not use a different animal? Aha!!: Read: Native American Turtle Mythology Assignment : Take lit book with you and read pp 20-31 including Part I intro: In Harmony with Nature, the Build Background Info on pg. 24 and "The World on the Turtle's Back." Also see the Creation Myths box on pg. 31 Also read The Earth Diver Creation Myths Be Ready for Socratic Circle Seminar on Tuesday! ================================================================= Thursday 10/4 Midterm: Making the Most of My Many Resources Assessment at Quia After you finish the activity above, come and get Native American Lit packet Tomorrow will be a lab day to work your through all of the activities below. Assignment: Native American Creation Story Objective: To understand the importance of oral tradition in our country's earliest literature, to compare multiple versions of the Creation story, to understand the concept of the "trickster tale." Follow the directions in the packet. 1. Read "The Sky Tree" and answer the discussion questions 2. Then Use YouTube to view these 4 short, simple video clips and take notes on each creation story on the chart provided in packet, comparing it to "The Sky Tree" Do a DETAILED comparison instead of a CURSORY comparison Islamic Creation Story (1:48) Christian Creation Story (1:54) Buddhist Creation Story (:53) Hindu Creation Story (2:41) **If these YouTube videos are blocked on your school laptop, use a home computer or borrow the laptop of a friend who is taking a dual credit class. 3. Read the Trickster Tale in your packet--A Snail's Tale, then WATCH the Trickster Tale- " Coyote and the Wonderful News." From the 3rd page of your packet, be prepared to comment on how well these 2 Trickster Tales follow the FORMULA outlined in your packet. Click to Watch The Coyote and The Wonderful News (get past the mullet and the creative presenter!) RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ================================================================= Wednesday 10/3 CLOSELY View History of American Lit. Part I (5:18) and Part II (7:04) View short American Literary Movements Now take --(use your notes from yesterday!) Major Movements Quiz =============================================================== Tuesday 10/2 How many taking PSAT? REMINDER: Go through the practice materials and practice questions in the PSAT Student Guide on your own! PSAT is NEXT WEEK!! Lit: Begin Notes on the 10 Major Movements in American Literature ================================================================= Monday 10/1 Return ACT tests and test booklets. Take time to look through answers. Do the item analysis in score booklet for English & Math tests. Complete ACT Reflection Discuss strategies for improvement |
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