Click to open Exit Room Ticket
Week of October 26-30 Monday 10/26 Fill out THIS APPLICATION together. Literature Lab: Read pp. 336, 340-342: Intro to Romanticism and Transcendentalism Read intro to from "Self Reliance" by Ralph Waldo Emerson pg. 363 Refer to Aphorisms handout. Read pg 1 and Mrs. Renner's example. Aphorisms Group Activity--(I started by putting alphabetically one male in each group, then just followed seating chart down the rows plugging in females) Group 1=Connor, Mubarak, Grace, Sammie, McKenna Group 2=Braydon E, Andrew, Emily H, Maddie, Mandy Group 3=Braden D, Blake, Emma H, Maia Group 4=Tommy, Liz, Makara, Josslin Group 5=Zach, Eleanor, Abby, Dillan Group 6=Braden H, Hannah, Peyton, Jenna Spend time with your group researching and recording information about your aphorism. After we read "Self Reliance," you'll 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." You have a notes packet attached so you can record information from group presentation. 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. If you don't find it at this site, use Google. Tuesday 10/27 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 in your group. (I will also give you a hard copy). 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. Wednesday 10/28 and Thursday 10/29 Finish group work on "Self Reliance"--Share analyses from slides and worksheet Is Emerson's work relevant today? The answer, I believe, is a resounding YES! Emerson's observations of his own society and of the individual's place in it still ring 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. Listen carefully for LOGOS & PATHOS! 3. View--Listen to what this has to say about school! Boom!!! We don't need no education?! Ralph Waldo Emerson and the Psychology of Self-Reliance Click to Access Notes for Literature Unit test next week (Likely Thursday and Friday) Friday 10/30 **I'll be gone Monday and Tuesday. On Monday, you'll have a guest presenter for the full class period. Please give her your full attention. Friday Focus on the Future: Grab a notecard from back shelf. Write your name on top of it & label it Friday Focus on the Future. Think for a minute about someone you know who LOVES his or her job. It's been said that if you find a job that you love, you'll never work a day in your life! So this week you filled out an application for a virtual job shadow as a first step in discovering a career you might someday be passionate about. On Monday, you're going to meet someone who is VERY passionate about her job. 1. Meet Amanda Schuette! On Monday, PLEASE represent West Central well! Be polite listeners and thank Amanda for her time. 2. Now meet one of our own graduates; Read more here 3. Preview: The Importance of PASSION for your job 4. Joel Sartore: Animal Photographer (8:00) 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." 5. Carrol Spinney: Big Bird (2:45)--Talk about PASSION for your job! 6. A Remarkable Rescue (2:41) Pause and jot down one TAKEAWAY or REACTION from videos so far. Write AT LEAST two sentences! 7. Yes, She Can! (2:25) 8. The Lunch Lady (2:48) 9. It's Not Rocket Science (2:29) 10. Joe's Passion is Cemented! 11. A Passion for FOOD!! (3:01) 12. Out of the Mouths of Babes (3:50) What all of these stories have in common is that element of passion. You heard the same words and phrases in many of these stories: "doing something worthwhile," "making a difference," "finding my purpose, " "having passion for my job." EXPLORING is how we discover our passions! Go back to The Importance of PASSION for your job 13. Take a Tip from Kid President! Tuesday 11/3 Today we'll introduce 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 Tuesday, 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 the 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. This activity will take you quite some time, so earbuds in if you choose. Work, like Emerson encouraged you, INDIVIDUALLY! 4. After your journey , 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 luster 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. ====================================================================================== Week of October 19-23 Monday 10/19 & Tuesday 10/20 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. If you are absent, HERE is the 8-page packet for this lesson. "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. (If absent, pause ad block!) 3.. Read pg. 260-261 on Persuasive Rhetoric and see in packet the pages of Literary Devices and Persuasive Techniques used in the speech. Note: Doing literary analysis can be a very daunting task. It requires not only strong comprehension of the text but also a strong grasp of literary terms and sometimes other literature and history. The best way to learn HOW to do the kind of analysis you'll have to do in AP or in a college English course is to pick apart a work line by line. That's what we'll do with this 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) Finish last minute 6. Next, go over the persuasive techniques and rhetorical devices in the speech Project these Persuasive Techniques Relevance for Today: What We Can Learn from Patrick Henry's Speech Read paragraphs 1-4 and 8-end Quiz together Play Give Me Liberty Kahoot on your own for review. If necessary, Game PIN: 09819063 Wednesday 10/21 & Thursday 10/22 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": 1. Revolutionary Age: "What is an American?" written in 1782 by Michel-Guillaume Jean De Crevecouer 2. 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. Thursday=start on last paragraph of part 3 Answer Discussion questions on 3rd page of packet. Let's look at a poem about emigration written about the same time as the "What is an American?" letter. Read about Freneau 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 Friday 10/23 End of 1st Quarter Resume fixes: 10 minutes. Re-read last 2 paragraphs of the 2017 essay "What is a American?" (2 min) View: First Generation Americans Talk about The American Dream (2:05) Immigrants and The American Dream (2:52) Immigrant goes from janitor to nurse: I am the American Dream (3:04) Discuss 3-2-1 with 5 people closest to you. DON'T leave chair or table, just turn chairs if necessary. Discuss and share out using THIS Google Slides Presentation (also in your email) 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. Find and discuss one recent (this month) article in the news on the topic of immigration as it relates to the themes in this essay. Before you leave your group, take turns sharing YOUR immigrant ancestry. Where did your peeps come from? ====================================================================================== Week of October 13-16 Tuesday 10/13 (9:00 am Start) 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. Arrange tables. A-I sit in center first; J-Z sit on outside. Pair up. Outside J-Z write your name on your Observation Form. Write the name of the person you are observing in the Partner slot. 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. Group 2: Compare Native American creation myth to Buddhism & Hindu and discuss 3 other questions from Sky Tree. If time allows, meet with your evaluator to discuss your performance in the Socratic Seminar. Collaborate with Socratic Partner for 3-4 minutes. Give each other CONSTRUCTIVE feedback. Return sheet to observed. Wednesday 10/14 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 10/15 & Friday 10/16 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--look at the artwork this piece inspires Read pg. 158: Lit Analysis-Persuasive Writing--logos and ethos (scare tactics) View: TED Video Introduction Read p. 160 on Edwards Preview: "Sinners in the Hands of an Angry God" by Jonathan Edwards --see again the artwork 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. Follow along on the handout as we JUST listen from 18:50 to 29:25 If you are absent, here is what you need: 1.The Sermon 2. The Questions 3. The Answers to questions, 2 T/F quizzes and answers and final Quiz Use THIS VIDEO for the activity below Highlight & Mark up the sermon on the handout. Fill the margins with notes! Answer questions. Complete T/F Quiz and Selection Test Go through answers together==no need to do essay on 2nd page. View: PPT Figurative language used in the sermon: Simile, Metaphor, Personification, Hyperbole, Alliteration **Remember to update resumes in Drive! ======================================================================================== Previous Weeks' Lessons Week of October 5-8 Monday 10/5 (1:30 Dismiss) Grammar Test Yourself Packet--keep this HERE in your folder! Turn to pg 234. Do Quiz yourself. Check answers. Read 3 rules at the top of pg. 235. Quickly do the 10 practice sentences on pg. 235. IMPORTANT Grammar Lab REMINDER: If you talk to ANYONE other than me before everyone is done assessing, you'll forfeit your points for the assignment! Use your cheat sheets if necessary! Now Click to complete first practice assignment at Quia-- use the rules on the apostrophe packet/cheat sheet Then Click to complete the second assignment at Quia: **Both of these assignments are worth 14 points. *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. 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). ALWAYS do both! I left the answers turned on for these two so you can see what mistakes you might be making. Tuesday 10/6 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 and READ the feedback or explanations provided! Normally I'd have you screenshot the results for each of these activities. In the interest of getting through the activities and assessments today, we'll forgo that this time. 1. Grammar Bytes: Apostrophes #1 2. Grammar Bytes: Apostrophes #3 3. KU Apostrophe Quiz--read explanations at the end! 4. 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.. You'll see score and feedback on the first one, the just the score on the 2nd one until everyone is done. Now Click here to take the first 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. Always do both! 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 or "round up" grades because I am always dropping your lowest mechanics/usage/grammar grade. Please read or work on something quietly until everyone finishes. If you're taking the PSAT, did you pick up a study guide on back shelf closest to door second shelf down? Wednesday 10/7 and Thursday 10/8 Assignment: Lit Lab: Native American Creation Story Objective: To understand the importance of oral tradition in our country's earliest literature and to compare multiple versions of the Creation story HERE is the packet for this 2-day Lit Lab. 1. Read "The Sky Tree" on first page of packet and answer the discussion questions on the next page of the packet. 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 of each clip instead of a CURSORY comparison. What are the KEY components of each? Islamic Creation Story (1:48) Christian Creation Story (1:54) Buddhist Creation Story (:53) Really, that's it? Yup, listen to this Buddhist monk. Hindu Creation Story (2:41) 3. Read this quick summary of "The Sky Tree" 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. 4. View: Iroquis Creation Story 5. Turn to the page of your packet that says Take Notes Here. Click to Read about DIVER MYTHS-- Carefully read paragraphs 1, 2 and 4, then RECORD info in packet. Now look at your Christianity/Sky Tree Boxes. Add any information you believe is pertinent. 6. Next read and RECORD this info in packet 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? 7. Aha!!: Read and RECORD : Native American Turtle Mythology 8. In Yellow Lit book, read pp 20-22 beginning with Part I intro: In Harmony with Nature. If you are absent here is AN ONLINE VERSION (pg #s are different in this version) 9. Then turn to pg. 24 and read Build Background Info in 1st column and Focus your Reading in 2nd. 10. Now read pp. 25-30 "The World on the Turtle's Back." Click HERE to listen. Audio is 17:43 I would suggest following along in the book as you listen. 11. After reading the creation myth, on pg. 31 see the Literature Analysis: Creation Myths box and make note of the FUNCTIONS of a Creation Myth on your notes page. If you are reading the online version, you will find this info on the 2nd page of introductory material under Text Analysis: Creation Myths. I forgot to add that at the bottom! 12. Also read The Earth Diver Creation Myths 13. Socratic Circle discussion. See page with Group 1 on front, Group 2 on back. Group 1 is last names A through I; Group 2 is last names J-Z. Answer the questions for YOUR group and be ready to discuss all of the info under your Group #. 14. To prepare for brief discussion, 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. Ideally groups are half the size, but we'll keep it short and simple this first time. MAP Test Scores and Analysis Look at PSAT Language Section Friday 10/9 and Monday 10/12 No School--Native American Day Break ======================================= Previous Weeks Lessons: Week of October 1-2 Thursday 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, Smarter Balance). 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 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 tomorrow! =============================================== Friday 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. ================================================================================== With Mechanics/Usage/Grammar ONLY, I allow alternate assessments because you need to master these skills for standardized tests. So for example, in order to do a 14 or 16-point re-take, you need to come on Fridays at 3pm. In a short week, it would be on Thursdays during SRB or after school. Let me know if you plan to do an alternate assessment, and I'll give you a practice sheet to complete BEFORE that time. You'll correct that assessment prior to getting on Quia. Remember: After Fridays, there's no going back to apostrophe make up or retake. 3rd Try 14-point assessment: Apostrophes Practice #3 3rd Try 16-point assessment: Apostrophes One More Try Previous Years Lessons 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 and to compare multiple versions of the Creation story 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. 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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