DATE
|
DAILY LESSON AND ASSIGNMENTS ALL LESSONS FOLLOW THE COMMON CORE
Harriet Jacobs' Incidents in the Life of a Slave Girl ONLINE BOOK
Audio Book Link to Harriet Jacobs' Incidents in the Life of a Slave Girl
Vocabulary Words to know in Incidents
Audio Book Link to Frederick Douglass' Narrative of the life of Frederick
Douglass: an American Slave
Ms. Hyde's Quote of the Week: "Once you learn to read, you will be forever
free." Frederick Douglass
— Frederick Douglass
|
HOME WORK
COLLEGE PORTFOLIO ASSIGNMENT
Blank ITHS Letterhead
Rubrics Schumbrics
Syllabus
and Curriculum Map
|
April 3,
2013
|
Aim: What is an MLA Formatted Research Paper Outline?
Do Now: What two skills did you use to complete your outline?
1.
2.
Mini Lesson: Will Iam Research Paper MLA Outline (this was sent via email to everyone as a backup to
our class discussion)
Agenda:
Students will conference with teacher on their outline.
Students will continue researching for their project.
|
Continue researching and writing your research paper (MLA
format) Start working on your introduction with thesis underlined.
Due this coming friday. This is a major assignment as it sets the
tone of the paper.
|
March
18-22
2013
|
Schedule of Events: On each of the dates listed below, I will meet with you individually to discuss that date’
s topic.
Date Conference Topic
Thurs/Fri., Mar. 14-15 Topic Selection Phase 1 (You must have 2-3 potential names to research)
Mon, Mar 18 First Source on Topic due (Internet or Library book source .gov, edu, org no wikipedia) (HW)
Tues. Mar.19 Topic Selection Phase 2 (We must know the topic by this date) (HW)
Tues Mar, 19 Register for a FREE account on Diana Hacker's Rules for Writers (HW)
Wed, Mar. 20 Collect more primary sources (bring them in to show us) (HW)
Thurs, Mar. 21 Notecards due (bring in to start documenting your sources) First entry (HW &CW)
Fri, Mar. 22 Start working on potential thesis with outline (CW) click on link for thesis builder
Spring Break: By now students should have all primary resources, note cards filled out, and outline with
Thesis, proper header Completed in MLA format. (Project Grade)
Wed, Apr. 3 All primary sources, notecards, outline with thesis completed in MLA format (HW)
Fri, Apr.5 Introduction with underlined thesis due (HW)
Mon, Apr.9 Works Cited Page Due (HW)
Mon, Apr. 15 Rough Draft AND Works Cited Page due (HW)
Tues, Apr 16 Get criticism from me, peers, and others—Rough drafts returned with feedback (CW)
To be determined Final Research Papers Due (30% FINAL)
Aim: What is MLA (Modern Language Association) format for writing the research paper?
Do Now: Using your primary resource what supporting evidence did you find on your topic?
Mini Lesson: What does and MLA formatted research paper look like (MODEL PAPER)
I will try to get us access to one of hte computer labs for you to properly conduct your research we will do this 1-2 per
week. If not, then we have to set up a schedule where we take turns using the few laptops we have.
The Research Process: Please review the videos by Nancy Sommers as follows
Activity: Use/draw a cluster map to start planning your paper.
Exit Question: How beneficial was this lesson towards writing your research paper?
Oral Feedback: Most students found the information overwhelming. Most if not all students in period 9 have never
been introduced to a research paper. Students in my honors class have never been introduced to a research paper
EXCEPT the students I had prior.
*********************************************
Day II: March 19
Aim: How to generate a thesis?
Do Now: Write your topic in the form of a question and then try to answer it in complete sentence.
Three students would volunteer their Q+A
Mini Lesson: What is the thesis statement? Download this to your flashdrive
1. Equations: Think about the thesis equations as you ask questions and move toward a tentative thesis.
A tentative thesis should look something like this:
Specific topic + Attitude/Angle/Argument = Thesis
What you plan to argue + How you plan to argue it = Thesis
Thesis Generator:
Ideas for helping students develop better thesis statements
1. Equations: Think about the thesis equations as you ask questions and move toward a tentative
thesis.
A tentative thesis should look something like this:
Specific topic + Attitude/Angle/Argument = Thesis
What you plan to argue + How you plan to argue it = Thesis
2. Thesis Stems: Consider using these stems to help students move from proficient to advanced
thesis statements.
Rank with justification
Most important to least important
Least important to most important
Contrasts (of perspectives of sources)
Although newspapers at the time claimed X, the most significant cause/ explanation/ reason, etc. is
While So and So maintains that ................, more accurately/importantly, etc, # 2's position is the stronger one. (Substitute
"most historians" for So and So and the appropriate person or view or source for #2.)
Perception versus reality:
Although Turner himself may have believed X, the real causes were Y and Z.
Good versus bad reasons:
Historians generally list six reasons as the cause for X, but among these are four
that are valid and two that are not.
Cause and Effect:
Certainly, X was the cause and Y was its effect, but between the two are two other factors of equal importance.
Separately the causes would have not necessarily led to a rampage; however, together their effect was inevitably
murderous.
Although the effects of the rampage were . . ., the causes were understandable/
justifiable/inevitable.
The more important effects of Nat Turner's rebellion went beyond those of the local rampage.
Challenge:
Nat Turner's rebellion not a righteous response to the injustice of slavery; it was motivated
purely by disturbing psychological issues.
Activity: Finalize your topic, conference with teacher to approve primary resources, continue researching, and try to
formulate your thesis.
********************************************
Objective/Enduring Understanding: This set of activities is intended to familiarize students with the importance of
identifying the elements of citations. Furthermore, students practice recognizing and using different forms of in-text
citations, while recognizing the instance of such within textual examples.
Day III: March 20
Aim: How do we document primary sources and avoid plagiarism?
Do Now: Confirm student registration on Diana Hacker's website. Students will show instructor their log in as proof of
registration.
Mini Lesson: Documenting Researched sources
MLA in-text citations
MLA in-text citations are made with a combination of signal phrases and parenthetical references. A signal phrase
introduces information taken from a source (a quotation, summary, paraphrase, or fact); usually the signal phrase
includes the author’s name. The parenthetical reference comes after the cited material, often at the end of the sentence. It
includes at least a page number (except for unpaginated sources, such as those found online).
The guidelines presented here are consistent with advice given in the MLA Handbook for Writers of Research Papers, 7th
ed. (2009).
IN-TEXT CITATION
Kwon points out that the Fourth Amendment does not give employees any protections from employers’ “unreasonable
searches and seizures” (6).
Avoiding Plagiarism: In-text Citations
MLA Style—“Giving credit where credit is due” within the text of your paper
Briefly, when bringing specific information into the text of your paper, you must cite your source after the specific info is
given.
What is considered specific information?
- Direct quotes
- Statistics
- Ideas that are not your own
You will also document your paraphrased ideas or summations.
If your reader can ask you “How do you know that? Where did you get that information?”, then your citation should be able
to answer that question.
MLA style utilizes authors’ names and page references for in-text documentation.
Two methods of incorporation:
1) Author states info followed by page number (PG).
Lee states “Tom was a dead man as soon as Scout opened her mouth” (234).
Dr. Jones suggests that “all women over 50 should have a mammogram once
a year” (12).
2) Author and page are entered at the end of the quote.
“Tom was a dead man as soon as Scout opened her mouth” (Lee 234).
“All women over 50 should have a mammogram once a year” (Jones 12).
Please note that the period goes after the parenthesis, NOT before it.
3) Extended Quotes. Quotations of four lines or more must be indented an
additional inch. No quotation marks are used. Double-space the entire
passage and place the endnote outside the ending punctuation without
additional ending punctuation.
In the original passage, the text follows normal style. For an extended quote, an additional indentation of one inch (one
tab) is used.
In the traditional sense of Southern values, yada,yada,yada…
……………………………………………………………
.……………………………………………………………
……………………………………………………………..
………………………………………………… (Lee 21-23)
Readers can look up the author’s last name in the alphabetized list of works cited, where they will learn the work’s title and
other publication information. If readers decide to consult the source, the page number will take them straight to the
passage that has been cited.
Works Cited:
MLA Citations using Owl Purdue(different ways to cite from a source).
Son of Citation Machine: MLA AND APA
OWL PURDUE MLA WORKS CITED
Paul Levi Sample Research Paper with Works Cited
Sample Research Paper with annotations
According to MLA style, you must have a Works Cited page at the end of your research paper. All entries
in the Works Cited page must correspond to the works cited in your main text.
Basic rules
Begin your Works Cited page on a separate page at the end of your research paper. It should have the
same one-inch margins and last name, page number header as the rest of your paper.
Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and
center the words Works Cited at the top of the page.
Double space all citations, but do not skip spaces between entries.
Indent the second and subsequent lines of citations five spaces so that you create a hanging indent.
List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on
pages 225 through 250, list the page numbers on your Works Cited page as 225-50. Note that MLA style
uses a hyphen in a span of pages.
Formatting and Style Guide by OWL Purdue Power Point (Please download to your flashdrive)
Activity Menu: to be turned in as class work.
#1:
1. What is plagiarism?
______________________________________________
______________________________________________
2. How do you avoid plagiarism?
______________________________________________
3. What does MLA stand for? ________________________________
4. List 2 reasons why it is important to cite your sources.
___________________________________________
___________________________________________
#2: Cite the following on a Works Cited Page:
Book
Author: Edward Cornish
Title: Futuring: The Exploration of the Future
City of Publication: Bethesda, Maryland
Publisher: World Future Society
Date: 2004
2A: Now take one of your sources and start researching and cite it on your notecard with page reference
number etc.
Assessment:
Students will be evaluated on the following criteria:
- Overall attentiveness
- Responsiveness during discussion sessions
- Written response to Activity menu.
|
3/20/13: Please start working on formatting your paper. I would
like to see your header field: YOU MUST SAVE THIS LINK TO
USE AS A GUIDE TO MLA FORMATTING.
http://www.sandhills.edu/academic-
departments/english/wordguide/mlaformat.html
Last Name 1
Your Name
Instructor: Ms. Hyde
Course: E6 College Level Writing
March 21st, 2013
Title of Research Paper
Thesis:
Last name 2
Works Cited
Author's last name, First name. Title of Book,City of Publication,
State of Publication: Publisher, Copyright date.
***********************************************************************************
Please copy and paste the schedule on a word document and
place on your refridgerator at home and place one in your
portfolio, and a possible third in your notebooks.
Follow the schedule of events for what's due.
It is important that you invest in a flashdrive to download internet
files, and save your work. Trust your teacher who has written
many papers for school and depended on my flashdrive to make
last minute changes, edits etc. to mistakes on a final. It is a
necessity to have a flashdrive.
PLEASE CLICK ON THE LINKS AND SAVE IN YOUR
BOOKMARKS ON YOUR HOME COMPUTER OR YOU CAN
DOWNLOAD THE FILES TO YOUR FLASHDRIVE FOR FUTURE
USE.
Most of research and learning process is really up to you.
Whatever you put into your research is what you would get out of
it. I recall that my undergrade professor (Prof. Johnson) expected
her students to have already written a research paper in high
school. This was not the case for many of students in the class.
The process is exciting once you have a topic that you are
passionate about.
Period 8 ONLY: Reminder that you are still responsible for
updating your blogs on Harriet Jacobs. I would like for you
to complete all blogs over the break! Therefore, you will be
returning all books on the first day of return from Spring
Break.
Resources:
Citing sources in-text and works cited
Works Cited Activity
MLA Style Sheet Works Consulted/Cited
|
March
12-14,
2013
|
First of all thanks to period 8 for the birthday wishes.
The first marking period is over and regardless of your grade it's the learning process that you must
endure and feel proud of.
The Research Paper Unit: How to write an A+ Research Paper
The Learning Objectives:
Students will understand that: A research paper is an original composition written from information
gathered from a variety of sources on a limited topic.
Students will know how to conduct proper research on selected topic using credible sources
Students will be able to identify credible sources
Student will be able to write using MLA FORMAT
Students will better understand the significance of a thesis statement as a means of creating an academic
argument.
Students will better understand the significance of an outline as a means of organizing their research
paper.
Students will be introduced to the process of writing a research paper.
Students will pick their topic for their research paper.
Students will recall the major components for writing a 5 paragraph essay.
Students will recall their understanding of credible resource for citations
Common Core State Standards
CCSS.ELA-Literacy.WHST.11-12.1CCSS.ELA-Literacy.WHST.11-12.2CCSS.ELA-Literacy.WHST.11-12.4
CCSS.ELA-Literacy.WHST.11-12.5CCSS.ELA-Literacy.WHST.11-12.6CCSS.ELA-Literacy.WHST.11-12.7
CCSS.ELA-Literacy.WHST.11-12.8CCSS.ELA-Literacy.WHST.11-12.9CCSS.ELA-Literacy.WHST.11-12.10
CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance
of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying
the most relevant data and evidence for each while pointing out the strengths and limitations of both claim
(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
CCSS.ELA-Literacy.WHST.11-12.1c Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that follows from or
supports the argument presented.
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including new arguments
or information.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection,
and research.
Aim: What is a research paper?
Do Now: What do you think is a controversial research topic?
Mini Lesson: What is a Research Paper?
"Research paper." What image comes into mind as you hear those words: working with stacks of articles
and books, hunting the "treasure" of others' thoughts? Whatever image you create, it's a sure bet that
you're envisioning sources of information--articles, books, people, artworks. Yet a research paper is more
than the sum of your sources, more than a collection of different pieces of information about a topic, and
more than a review of the literature in a field. A research paper analyzes a perspective or argues a point.
Regardless of the type of research paper you are writing, your finished research paper should present
your own thinking backed up by others' ideas and information.
To draw a parallel, a lawyer researches and reads about many cases and uses them to support her own
case. A scientist reads many case studies to support an idea about a scientific principle. In the same way,
a history student writing about the Vietnam War might read newspaper articles and books and interview
veterans to develop and/or confirm a viewpoint and support it with evidence.
A research paper is an expanded essay that presents your own interpretation or evaluation or argument.
When you write an essay, you use everything that you personally know and have thought about a
subject. When you write a research paper you build upon what you know about the subject and make a
deliberate attempt to find out what experts know. A research paper involves surveying a field of
knowledge in order to find the best possible information in that field. And that survey can be orderly and
focused, if you know how to approach it. Don't worry--you won't get lost in a sea of sources.
In fact, this guide is designed to help you navigate the research voyage, through developing a research
question and thesis, doing the research, writing the paper, and correctly documenting your sources.
What's pros and cons?
POWER POINT SHOWING TWO SIDES OF THE TOPIC
Browse Topics:
Exit Slip
Self-Reflection: Taking Part in a Group or Working Independently
Please answer the following questions responding with either: Yes, Unsure, or No by placing a
check mark upon the appropriate face.. Then answer the two questions that follow.
1. Did I understand what my role was in the group/instructions?
2. Did I complete my task to the best of my ability?
3. Did I offer/seek help when it was needed?
4. Did I enjoy taking part in the group work?
Discuss why you are/not enjoying this project
What problems did you encounter and how did you fix it?
|
Research Paper Topics:
Research paper topics by categories
Research paper topics for High School Students
Tools:
Diana Hacker's Handbook
|
March
4
2013
|
Students will enjoy this creative, exciting, and stimulating lesson in writing as they create authentic
newspaper stories. As they are transformed into reporters and editors, they will become effective users of
some aspects of using technology in order to publish their own classroom newspaper. Various aspects of
newspapers are covered, including parts of a newspaper, writing an article, online newspapers,
newspaper reading habits, and layout and design techniques.
CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to
and including grades 11–12 here.)
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments or
information.
Conventions of Standard English
CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Aim: What is the connection between reading and writing your news article?
Do Now: Students and teacher will collectively decide on which rubric they would like to be graded
Mini Lesson:Let's look at the Time Magazines and list characteristics of the magazine, reports, articles,
ads, and layout.
Independent Study: Please continue to work on your article.
Assessment: Keep referring to the rubric of choice to produce a highly effectively article.
|
Please complete your article.
|
Feb
14-25
|
Background for understanding: Students would have read Chapters 11 to 15.
Aim: How can we present reasons, examples, and details from the text to defend opinions and
judgements?
Do Now (ties in to the Critical Lens of ELA Regents): Read the following quote and state if you agree or
disagree with the quote and why “To gain that which is worth having, it may be necessary to lose
everything else.”
—Bernadette Devlin
The Price of My Soul, 1969
Share out!
Mini Lesson: Formula for writing the introductory paragraph to the critical lens essay.
Restate the quote
Agree with the quote (as this is easier to address in the essay)
Interpret the quote and relate it to the two works of literature
N&TAG name two works of literature that best support the quote. Title, Author, Genre
Cooperative Learning: Form groups of 3-4 and each group will be responsible for responding to one
selected chapter in 15 minutes and present to class on chart paper. Groups must also cite sources and
“direct quotes”. The audience will take notes on each presentation.
XI “The New Tie to Life”
Comprehension Check:
Linda’s first child was a, and his name was_. He was named after (62)
Interpret:
- What is Dr. Flint suggesting to Linda when he said “he is a physician [who] could save [her] from
exposure?” (59).
- Explain what Linda is inferring when she said “I did not feel as proud as I had done. My strongest
weapon with him was gone” (59)?
- Linda made choices with deliberate calculation. How did her plan backfire? (61)
Vocabulary:
(59)= Avowal, Obstinate
(60)= Insolence
(63)= Solace
XII “Fear of Insurrection”
Comprehension Check:
What historical insurrection is Brent referring to in this chapter? What is an insurrection?
Analyze and Interpret:
In this chapter Linda points out that some whites can’t read. However, why were they looking for written
correspondence among the slaves?
Vocabulary:
(65) Marauders
(66) Consternation
XIII “The Church and Slavery” Teacher will read the following excerpt from Graduate Thesis. Students
will analyze and discuss. How does Christianity masks some of slavery’s atrocities in Jacobs’ narrative?
Jacobs also exposes the Christian hypocrisy when Reverend Mr. Pike calls for “Servants, [to] be obedient
to them that are your masters according to the flesh, with fear and trembling in the singleness of your
heart, as unto Christ. If you disobey your earthly master, you offend your heavenly Master” (70). Rather
than denounce slavery, he enforces a dogma that obedience to white masters will lead to spiritual
liberation. Slaves are therefore brainwashed believing there is a direct correlation between Christ and
their white slave masters. Furthermore, they must be submissive to their masters. This hypocrisy is seen
when a Northern clergyman visits a southern slave master’s home and is exposed to a dinner table
“loaded with luxuries,” lush gardens, spiritual talks, and the “comfortable huts of the favored household
slaves,” who [slaves] tell him that they do not want to be free for fear of their lives (76). He returns to the
North publicizing that he has seen “slavery for himself; that it is a beautiful “patriarchal institution” and the
terrible acts of slavery are exaggerations of abolitionists. However, Jacobs exposes slave masters’
totalitarianism and the ignorance and trickery of the clergyman stating:
does he know of the half-starved wretches toiling from dawn till dark on the plantations? of mothers
shrieking for their children, torn from their arms by slave traders? of young girls dragged down into moral
filth? of pools of blood around the whipping post? of hounds trained to tear human flesh? of men screwed
into cotton gins to die? (76).
Furthermore, Jacobs was “much surprised [when Dr. Flint, her oppressive slave master had joined the
Episcopal church, and thought] that religion has a purifying effect on the character of men; but the worst
persecutions [she] endured from him were after he was a communicant” (70, 77). Flint announces that he
joined the church because he is aging and his social position in the community requires it. It would also
end the gossip of his transgressions on his plantation.
Another well-known Christian hypocrisy is the forbidding of slaves from reading the Bible. Jacobs tells of
Uncle Fred whom she taught to read the Bible in concealment because it was “contrary to the law; and
that slaves were whipped and imprisoned for teaching each other to read” (74). Here, her audience are
compelled to reflect on their own ethos and scruples about God’s laws and man made laws that prohibits
the inferior slave like Uncle Fred (who only wanted to better serve God) from reading the Bible. She boldly
attacks both institution of Church and Slavery and illustrates how they unite in the oppression of slaves:
There are thousands, who, like good uncle Fred, are thirsting for the water of life; but the law forbids it,
and the churches withhold it. They send the Bible to heathen abroad, and neglect the heathen at home. I
am glad that missionaries go out to the dark corners of the earth; but I ask them not to overlook the dark
corners at home. Talk to American slaveholders and you talk to savages in Africa. Tell them it is wrong to
traffic men, [women and children]. Tell them it is sinful to sell their own children, and atrocious to violate
their own daughters. Tell them that all men are brethren, and that man has no right to shut out the light of
knowledge from his brother. Tell them they are answerable to God for sealing up the Fountain of Life from
souls that are thirsting for it (75-76).
Jacobs illustrates race superiority and moral contradictions in church teachings. Furthermore, slave
masters; intentionally use them to deny slaves their freedom.
XIV “Another Link to Life”
Comprehension Check:
- How old is Linda in this chapter? (80)
- What was Linda’s near death experience? (80)
Analyze and Interpret:
- According to Linda Brent “the slave child shall follow the condition of the mother, not the father;
thus taking care that licentiousness shall not interfere with avarice.” Explain (78)
- What heinous act did Mr. Flint bestowed on Linda when he learned that she was pregnant with
another child? (79)
- Why was Linda highly concerned that her second born was a girl?
Literary analysis:
- Identify device “he was like a restless spirit from the pit” (79).
- Linda refers to her daughter’s gift of the gold chain as an emblem. What literary device is this? (81)
Vocabulary:
(78)= Forbearance, Reprobate, Descanting, Lacerated
(80)= Vituperations,
(81) Skeins, Genealogies, Emblem
XV “Continued Persecution”
Comprehension Check:
- How much money was offered to Flint for the purchase of Linda? (81)
- How is child abuse evident in this chapter? (82)
- How is Flint trying to domesticate Linda in this chapter? (85)
- One can say that the constant conflict between Linda and Flint is a power struggle. According to
Linda, Dr. Flint loved money, but he loved power more.” Can we find/recall further support for this
in the previous chapters?
Interpret:
According to Linda Brent “My master had power and law on his side; [and] I had a determined will—How is
there might in each?
Vocabulary:
(81) Paramour
(84) Indignant, Sanctioning, Complusion
(85)= Facetious, Jeers, Wilfulness
Share out!
|
Please continue reading by listening and following along with the
artist on the audio.
Your project will be to write a news paper article in the following
categories: Students will select a chapter (cannot be the same).
We can pick from a hat, do a count off, or volunteer, and student
will write a news paper article of approximately 200 words, must
include images (cite source) under image, must have writer. The
Newspaper/Journal is called "Freedom Writers" unless you can
think of an original title.- Structure/Format (Headline, by-line,
hook/lead, body, sources, columns, picture, caption). All facts
presented in the story are accurate.The story is very well
organized. One idea or scene follows another in a logical
sequence with clear transitions.
Possible Rubric:
Possible Rubric #2
|
Feb
12-13,
2013
|
Background for understanding : (The idea of “The cult of True Womanhood,” or “the cult of domesticity,”
sought to assert that womanly virtue resided in piety, purity, submissiveness, and domesticity- The
attributes of True Womanhood, by which a woman judged herself and was judged by her husband, her
neighbors, and her society could be divided into four cardinal virtues - piety, purity, submissiveness, and
domesticity... Without them.... all was ashes. With them she was promised happiness and power.).
True Women were to hold the four cardinal virtues :
1. Piety - believed to be more religious and spiritual than men
2. Purity - pure in heart, mind, and body
3. Submission - held in "perpetual childhood" where men dictated all actions and decisions
4. Domesticity - a division between work and home, encouraged by the Industrial Revolution; men went
out in the world to earn a living, home became the woman's domain where a wife created a "haven in a
heartless world" for her husband and children.[1]
Aim: How is Linda Brent portrayed as an unconventional heroine who challenges the cult of true
womanhood in nineteenth century America?
Do Now: Write a sentence in your notebook starting with I believe that of the four virtues still holds true in
today’s society because….
Comprehension Check:
“Sketches of Neighboring Slaveholders”
- What dehumanization/degradation do we see in Mr. Conant, Mrs. Wade’s
- What happened to James the slave? (48-49)
- According to Linda Brent, what value do women hold? (49)
- What happened to the “kind mistress/orphan woman” who took inherited a woman and her six
children? (50-51)
- Explain: “The poor worm shall prove her contest vain. Life’s little day shall pass, and she is gone!
(52)
- Explain: According to Linda Brent, “slavery is a curse to the whites as well as to the blacks.” (53)
“A Perilous Passage in the Slave Girl’s Life”
Comprehension Check:
- What was Dr. Flint’s new plan for Brent? (53)
- How old is Linda in this chapter? (55)
Literary Analysis:
Characterize Mr. Sands
Interpretive:
- What did Linda Brent do “with deliberate calculation?” (54-55)
- Identify Brent’s use of rhetoric in “Perilous Passage” (54, 56)
- In her rhetoric, Brent addresses her readers as “O virtuous reader…” why? (56)
- Where do we see hypocrisy of the church? (50)
- According to Brent, “I feel that the slave woman ought not to be judged by the same standard as
others”- Why? (56)
- Why did Aunt Marty/Linda’s grandmother ostracize Linda and tell her that she would “rather see
you dead than to see you as you now are [pregnant]. You are a disgrace to your mother?” (57)
Critical Thinking: Using the four cardinal virtues
- Which of the four cardinal virtues do you think is the most important and why?
- What does Linda do that challenges the “cult of true womanhood?”
- According to the cardinal virtues that makes the nineteenth century woman a “true woman” is Linda
a true woman? Why or Why not?
Cooperative Learning: Form your Groups and write in your notebooks the following as a header:
Slavery was terrible for both men and women, but one can say that it was far more terrible for women.
Then say if you agree or disagree with this quote and why.
Finally, cite your sources using citations from the text and page numbers.
Share out!
|
Answer the following question in a well developed paragraph: How
does Linda struggle to reclaim her status as a woman and
reconstruct the ideals of women in the nineteenth century?
Don't forget that your mom/maternal figure or guardian has
homework to do and it is due by Thursday.
|
Feb 6-7
2013
|
Learning Objectives
Students will have the opportunity to:
Read and evaluate primary source documents
Debate the key issues surrounding women’s rights during 18th century
Brainstorm and discuss what it takes to make change and what makes up an effective civil rights
movement.
http://www.pbs.org/stantonanthony/resources/index.html?body=culthood.html
Common Core Standards:
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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature.
Aim: There is a notion of women being virtuous in Incidents: what does it mean to be virtuous during the
18th century vs. 21st century?
Do Now: What does it mean to be a "good girl" or "good boy" in today's society...what things are
expected, what are the rules? Using Cornell Notes.
Vocabulary: Virtuous
virtuous [ˈvɜːtʃʊəs]
adj
1. characterized by or possessing virtue or moral excellence; righteous; upright
2. (of women) chaste or virginal
virtuously adv
virtuousness n
Lesson: The Cult of True Womanhood
Ideal Womanhood
• Ideal of womanhood had essentially four parts – four characteristics any good and proper young
woman or “true woman” should cultivate:
– Piety
– Purity
– Submissiveness
– Domesticity
Piety:
In the nineteenth century it was believed that women had a particular propensity for religion.
• The modern young woman of the 1820s and 30s was thought of as a new Eve working with God to
bring the world out of sin through her suffering, through her pure, and passionless love.
Irreligion in females was considered "the most revolting human characteristic".
• Indeed, it was said that "godless, no woman, mother tho she be."
Purity:
Ideal Womanhood: Purity
• Female purity was also highly revered.
• Without sexual purity, a woman was no woman, but rather a lower form of being, a "fallen woman",
unworthy of the love of her sex and unfit for their company.
To contemplate the loss of one's purity brought tears and hysteria to young women.
• This made it a little difficult, and certainly a bit confusing to contemplate one's marriage, for in popular
literature, the marriage night was advertised as the greatest night in a woman's life,
– the night when she bestowed upon her husband her greatest treasure, her virginity
A woman must guard her “treasure” with her life. Despite any male attempt to assault her, she
must remain pure and chaste. She must not give in, must not give her treasure into the wrong
hands.
• Following is advice on how to protect oneself and one's treasure from Mrs. Eliza Farrar, author
of The Young Woman's Friend: – "sit not with another in a place that is too narrow; read
not out of the same book; let not your eagerness to see anything induce you to place your head close to
another person's.
• American culture of the early nineteenth century underwent a purity fetish, such that it
touched even the language of the day, popular decorating, and myths.
• There develops an American “language of repression”
– This when we began to talk about limbs for legs (even of chairs)
– and white meat instead of breast meat (in fowl)
• This when women began to decorate limbs chairs, pianos, tables
– to cover with fabric so that one would not be reminded of legs.
Separate male and female authors on bookcases, unless, of course, they were married to each other.
• Also when myth of stork bringing babies emerges.
Ideal Womanhood: Submissiveness
• This perhaps the most feminine of virtues.
• Men were supposed to be religious, although not generally. Men were supposed to be pure, although
one could really not expect it. But men never supposed to be submissive.
• Men were to be movers, and doers--the
actors in life.
• Women were to be passive bystanders, submitting to fate, to duty, to God, and to men.
• Women were warned that this was the order of things. The Young Ladies Booksummarized : "It is
certain that in whatever situation of life a woman is placed from her cradle to her grave, a spirit of
obedience and submission, pliability of temper, and humility of mind are required of her."
• Female submissiveness and passivity guaranteed by clothing she was required to wear.
• Tight corset lacing closed off her lungs and pinched her inner organs together.
• Large numbers of under garments and the weight of over dresses limited her physical mobility.
A true woman knew her place, and knew what qualities were wanted in her opposite.
• George Burnap, The Sphere and Duties of Woman: "She feels herself weak and timid. She needs a
protector. She is in a measure dependent. She asks for wisdom, constancy, firmness,perseveredness,
and she is willing to repay it all by the surrender of the full treasure of her affection. Women despise in
men everything like themselves except a tender heart. It is
enough that she is effeminate and weak; she does not want another like herself.
A number of popular sayings reiterate this:
• "A woman has a head almost too small for intellect but just big enough for love.“
• "True feminine genius is ever timid, doubtful, and clingingly dependent; a perpetual childhood."
Ideal Womanhood: Domesticity
• Woman's place was in the home.
• Woman's role was to be busy at those morally uplifting tasks aimed at maintaining and fulfilling
her piety and purity.
– Housework, childcare, decorative sewing and embroidery
|
Period 8 and 9 will continue reading assigned chapters.
I would like for you to teach your mother, aunt, grandmother
about the "true womanhood" in 18th century. Women were
supposed to be Pious, Pure, Submissive, and Domestic. Did any
of this apply to her growing up (especially if not born in U.S.). How
did she rise above this tradition. Was she unconventional in
anyway. Ask her to write a 1 page paper typed or hand written on
her thoughts on these 4 cardinal virtues of the ideal woman and
how is it different with the ideal woman of today 21st century.
Yes! This is getting your parent, guardian, grandmother etc.
involved in our class discussion! Please let them know they get
100 points for homework regardless of what they write, BUT I
REALLY AM HOPING THEY WRITE IT BASED ON YOUR
TEACHING SKILLS.
This is a good way to get to know your mom, grandmother etc.
and how she view the "role of the ideal woman" growing up. You
can translate for her, but it must be her words.
Due Monday 11th.
|
Feb 5-6
2013
|
College and Career Readiness Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.
Aim: What aspects of a person's character is the most essential to their survival and success?
Do Now: Who is your hero and what makes that person heroic?
Lesson: Meaning of Fate
fate [feyt] Show IPA noun, verb, fat·ed, fat·ing.
noun
1. something that unavoidably befalls a person; fortune; lot: It is always his fate to be left behind.
2. the universal principle or ultimate agency by which the order of things is presumably prescribed; the
decreed cause of events; time: Fate decreed that they would never meet again.
3. that which is inevitably predetermined; destiny: Death is our ineluctable fate.
4. a prophetic declaration of what must be: The oracle pronounced their fate.
5. death, destruction, or ruin.
6. to predetermine, as by the decree of fate; destine (used in the passive): a person who was fated to be
the savior of the country.
Definition of DESTINY
1 : something to which a person or thing is destined : fortune <wants to control his own destiny>
2 : a predetermined course of events often held to be an irresistible power or agency/
willpower [ˈwɪlˌpaʊə]
n
1. the ability to control oneself and determine one's actions
2. firmness of will
Cooperative Learning:
Interpretive: Period 9 Questions
- Why do you think Mr. Flint wouldn't allow anyone to punish Harriet?
- Is he in love or completely obsess with her?
- Why do you think Harriet was chosen to sleep with Flint's daughter?
- Why does Mrs. Flint make Harriet swear on a Bible?
- Literary analysis: Why is it ironic that Mrs. Flint "pitied herself as a martyr"? (32).
- Synthesize and Explain: " I could not blame her...slaveholder's wives feel as other
women would under
- similar circumstances..." (32)
- Critical Thinking: Explain "have I ever treated like a negro" (34)
- What promises does Flint make to Linda and why? (34)
Assessment: Students will continue to take notes in their notebooks, ask questions, monitor
for meaning, and participate in class discussion.
Study Guide Questions for Reading:
Early Adulthood: Taking control of her destiny
Chapters 7-15
The Lover VII Period 9
Why didn't Harriet marry her carpenter lover?
Chapter VIII
What are slaves thought to think of the North?
Sketches of Neighboring Slaveholders: Chapter IX
What happened to James the Slave?
Explain what happened to the slave family to the pious/kind mistress?
The Perilous Passage in the Slave Girls's Life Chapter X Period 9
1. Why does Harriet deliberately make a "headlong plunge" to have a sexual relationship with Mr. Sands
(lawyer)?
2. Do you think that Harriet’s grandmother’s judgment about Harriet’s morals is fair?
3. Why does Harriet need her grandmother’s approval so much?
A New Tie to Life XI Period 9
What exposure is Harriet inferring that Flint could have save her from?Beginning of the chapter.
How did Harriet's plan to have a sexual relationship and child with Mr. Sands backfire?
Fear of Insurrection XII
Nat Turner "American Slave Revolt" August 21, 1831 in Southhampton County in southeast Virginia.
The Church and Slavery XIII Period 9
How does Harriet exposes the hypocrisy of the Church?
"Ole Satan's church is here below; UP to God's free church I hope to go" Explain.
4. How does the practice of slavery violate Christian principles?
Another LInk to Life XIV 19 years old Period 9
Why do you think Harriet had a second child with Mr. Sands?
How did she feel about having a baby girl?
Why did Harriet see the gold chain as an emblem of slavery?
Continued Persecutions XV Period 9
Explain the quote "My master had power and law on his side; I had a determined will. There is
might/power in each.
|
Period 9: I would like you to draw, sketch, or you can even do cut
outs to illustrate what you think is an important scene in the
chapters read. Please also write the chapter as a header,
drawing in the middle, and a paragraph in your own words
describing the scene, but more importantly, persuading your
reader why it's important.
You can find the audio link to the book above.
You can also click on this link for the online book.
Period 8: You and a partner will create a power point on each
assigned chapter. You can draw, sketch etc. and scan. Each slide
will have a heading as the Chapter and title. The image(s) in the
center, brief summary of chapter, cite rhetoric, persuading your
reader why this scene is important to the plot/text.
Here's the twist, the PPT slides must follow a a Theme of
Incidents in the Life of a Slave Girl:
"The Corrupting Power of Slavery",
"Domesticity As Paradise and Prison",
and "The Psychological Abuses of Slavery."
You will research images on line that you think best represents
the theme. You will present your slides and the last page is the
Reference(s) page where
you cite your image sources and book source.
|
Feb.
4-5,
2013
|
Common Core Standards
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Aim: How is rhetoric illustrated in Harriet Jacobs’ Incidents in the Life of a Slave Girl?
Do Now: Let's review what you entered in your KWL chart (recall the lecture, power point
presentation, and resources provided to you last Friday to complete as homework)
Recap Mini Lesson of what is Rhetoric:
Think about the Presidential Debate…what rhetoric do you know of exists in the last debate?
Whole Class: Teacher will read aloud the preface of Incidents.
Comprehension check:
Who is being addressed in the preface?
What was purposely done by the author?
Vocabulary:
What is a preface?
What is a pseudonym?
Literary Analysis:
What are the various settings?
Critical Thinking:
Why do you think she wants to “arouse women of the North to a realizing sense of the condition of two
millions of women at the south…most of them far worse” (xiv).
Chapters 1-3 Questions:
Chapter 1 "Childhood"
- In Chapter 1, “Childhood,” Brent describes the “unusually fortunate circumstances” of her early
childhood from ages 6-12, before she became fully aware of her slave status. Please cite an
example.
- According to the first paragraph, what is the meaning of the term mulatto?
- How did Linda become literate?
Chapter 2 "The New Master and Mistress"
1.Who is Linda "bequeathed" to after her "kind mistress" died?
2. When Aunt Martha tells Linda that her father is dead (Chapter 2), Linda recalls her initial
response: “He had died so suddenly I had not even heard that he was sick.” What does this
incident reveal about Aunt Martha? About Linda? What are the circumstances surrounding her
father’s death? Why do you think Linda was not permitted to attend her father’s funeral?
3. What happened to her brother Willie when he was called by both slave master and father?
4. How was Aunt Martha (aka Linda's grandmother) defrauded by her mistress and Flint?
5. Why does Linda mentioned the "church" and the hypocrisy of the new Mrs. Flint?
6. Identify heinous dehumanization to slaves in this chapter.
Chapter 3 "The Slaves New Years Day"
1. In Chapter 3, Please summarize Brent’s feelings of celebrating New Year’s as a slave. How is this
experience ironic?
Chapter 4 "The Slave Who Dared Feel Like a Man"
1. Explain the simile in the title of this chapter and what conclusion can you draw from it?
2. Recall Linda's first memory of being punished (pg 17).
3. Identify the character who dared feel like a man and summarize his situation.
Chapter 5 "The Trials of Girlhood"
1. In Chapter 5, “The Trials of Girlhood,” Brent relates the story of two sisters—one black, one
white—and their very different fates. How does this story affect her personally?
2. What is the age difference between Flint and Linda?
3. What trials of girlhood does Linda experience in this chapter?
Chapter 6 "The Jealous Mistress"
- In Chapter 6, “The Jealous Mistress,” Brent describes the relationship between Dr. and Mrs. Flint.
Based on her description, how would you characterize their marriage?
- Why is Mrs. Flint Jealous and who is she jealous of?
- Why does Harriet chooses death and hard work than to live with an "unprincipled master and
jealous mistress" (29)?
- Why was Mr. Flint slipping notes to Harriet?
- How old is Harriet in this chapter? (31)
- How does Mrs. Flint mask herself to fool Linda? What does she do?
- According to the passage, Flint told Llinda that he would make a "lady of [her}". What are his
intentions (36).
Chapter 7 "The Lover"
- In Chapter 7, Linda describes her relationship with a free black man who offers to buy her freedom.
How does this relationship affect her decision to "deliberately" enter into a sexual liaison with Mr.
Sands?
Cooperative Learning:
Identify all the use of at least three examples of Rhetoric and Explain why this is rhetoric. Please use
quotations.
Assessment:
Student will be assess on class participation: volunteering to answer questions, asking questions,
debating other answers, citing evidence from the work, making connections (self, text/movie, world).
Social interaction with group to cite examples of Rhetoric with explanation. Student's ability to stay on task
at all times.
|
Period 9: I would like you to draw, sketch, or you can even do cut
outs to illustrate what you think is an important scene in the
chapters read. Please also write the chapter as a header,
drawing in the middle, and a paragraph in your own words
describing the scene, but more importantly, persuading your
reader why it's important.
You can find the audio link to the book above.
You can also click on this link for the online book.
Period 8: You and a partner will create a power point on each
assigned chapter. You can draw, sketch etc. and scan. Each slide
will have a heading as the Chapter and title. The image(s) in the
center, brief summary of chapter, cite rhetoric, persuading your
reader why this scene is important to the plot/text.
Here's the twist, the PPT slides must follow a a Theme of
Incidents in the Life of a Slave Girl:
"The Corrupting Power of Slavery",
"Domesticity As Paradise and Prison",
and "The Psychological Abuses of Slavery."
You will research images on line that you think best represents
the theme. You will present your slides and the last page is the
Reference(s) page where
you cite your image sources and book source.
POWER POINT CHECKLIST AND RUBRIC
|
Feb,1,
2013
|
Students will interpret and analyze information from reference materials, media presentations, and
charts.
Students will show their understanding of KWL and apply it to the following questions on slavery:
Who were the first slaves in America?
Where did slavery existed?
When did it end?
How were slaves treated?
Who were famous slaves?
Why did slavery existed?
What caused slavery’s abolishment?
Students will interpret primary source of historical document using prior knowledge and KWL chart.
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be
more than happy to re-read passage and sit with students who may need more instructional guidance.
Students may use their notes and past handouts. Lesson contains illustrations for visual learners.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Aim: What does history have to do with literature?
Do Now: Have you ever read any fiction that may have historical references?
Give out Harriet Jacobs Incidents in the Life of a Slave Girl and record in Jupiter grades.
Mini Lesson: Literary Element Allusion
Allusion is a brief reference to a person, event, or place, real or ficticious, or to a work of art. Casual
reference to a famous historical or literary figure or event.
An allusion may be drawn from history, geography, literature, or religion.
How many of you have read Steinbeck’s Of Mice and Men: “watchin' that blackboard”: During this era
(Great Depression), employment agencies would post available jobs on a blackboard in front of their
offices. Prospective employees would wait in front of the offices, watching the blackboard for any new
jobs. This alludes/refers to the era of The Great Depression.
Activity I: Students will view a brief Power Point by clicking on this link.
While viewing this power point please take notes because you never know what can end up on an
assessment.
Activity I: We will view a KWL chart and images that represents history in America
|
Who was Harriet Jacobs? List 10 things you think is important to
know and cite your sources. edu, gov, org
Period 8: Read to page 45
Period 9: Read from Chapters 1 to 3
I send a reminder via jupiter email to everyone on Friday.
|
Jan.
30,
2013
|
CCSS:
SL.11-12.1. Initiate and participate effectively in collaborative class discussions with diverse partners.
Aim: How can you measure your academic growth/progress from Elementary School?
Do Now: In what core areas do you feel the need to improve and why?
Mini Lesson: What is ARIS and what information exists about you in this database?
Class Activity:
Please take 10-15 minutes to complete your Goal Sheets and turn it in.
Please take 5 minutes to complete your index cards and turn it in.
Please take 5 minutes to write your name on your class portfolio.
Please think about completing a quiz and some of
the questions that are asked or how the questions
are phrased. Then answer the following in
complete sentences:
- What is author's purpose?
- What does it mean to infer?
- What does it mean to give the "best
- definition"?
- What do you have to do to find the answer
- if a question asks "According to the passage..."?
- What do you have to do if the question is:As used in paragraph 3, the phrase “self made man”
implies.
- 6. What is the main idea of the passage?
Exit Question: Answer the Aim question in a complete sentence.
Ask 5 volunteers to share out!
|
|
June 1,
2012
|
We are currently finishing up our Power Point Presentation:
The following Link is for students who need to retake the ELA REGENTS
Aim: What is challenging about writing the critical lens essay?
Do Now: Explain in 1 to 2 sentences why you may have done poorly on the last exam and what you think
you can do to improve your essay score out of 6.
Activity: Let's take a look at the link and break down a few quotes for better understanding.
|
Select a quote and write a critical lens essay following the outline
provided.
Complete the package and answer all multiple choice questions.
|
May
15,
2012
|
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Aim: What ethical dilemma or controversial issue can you identify in our society or the world?
Do Now: what controversial issues do you face in your community and explain how they affect you.
Mini Lesson: Ethical Dilemma
eth·i·cal [eth-i-kuhl] Show IPA
adjective
1.
pertaining to or dealing with morals or the principles of morality; pertaining to right and wrong in conduct.
2.
being in accordance with the rules or standards for right conduct or practice, especially the standards of
a profession: It was not considered ethical for physicians to advertise.
3.
(of drugs) sold only upon medical prescription
Activity: Click on the links read about the topics and identify the ethical deliemma or what you deem
controversial about this topic and report on it. Any solutions, call for a plan of action, start your own Blog if
necessary, what do you think about the topic and is it a local vs global concern. Compare and contrast it
to your community/environment.
Instruction: Select only one of the following articles to respond to. Everyone should read all the articles to
have an idea of the content of each for discussion.
Game Over for the Climate
Chinese students use IV amino acids to study for high-stakes tests Posted By Levi
May 14th, 2012 8:46pm
Category: Education
From the Answer Sheet:
How’s this for extreme? Students at a Chinese high school hooked themselves up intravenously — with
the help of teachers — to amino acid supplement drips to study for high-stakes exams in an effort to
boost their performance.
According to the China Daily , high school students at Hubei Xiaogan No 1 High School in central Hubei
province were using the amino acids to prepare for university entrance exams in June, believing the
supplements would give them energy and improve their memory.
Teachers, trying to be helpful, helped rig the IVs to fixed iron wires in the classroom to hang the bags
filled with the amino acids. And, the China Daily said, parents had asked the school to provide extra
amino acids for their children, who were exhausted from school and studying.
American students go to their own kinds of extremes to get ready for high-stakes exams, including taking
prescription drugs that are meant for people with ADHD, to help keep them awake, and, some say, make
them think more clearly.
But IV drips? Let’s hope this method of test prep stays in China.
Here is the video:http://www.edusolution.com/myblog/?p=2114
May 3rd, 2012 8:03pm
Category: General Homophobia at its worst
A North Carolina pastor told his congregation that if your child shows any sign of being gay, you can cure
the child by slapping the gay out of him or her. (h/t Jonathan Turley). Read the transcipt below but to fully
appreciate the level of intolerance you need to listen to the audio.
“So your little son starts to act a little girlish when he is four years old and instead of squashing that like a
cockroach and saying, “Man up, son, get that dress off you and get outside and dig a ditch, because that
is what boys do,” you get out the camera and you start taking pictures of Johnny acting like a female and
then you upload it to YouTube and everybody laughs about it and the next thing you know, this dude, this
kid is acting out childhood fantasies that should have been squashed.
Can I make it any clearer? Dads, the second you see your son dropping the limp wrist, you walk over
there and crack that wrist. Man up. Give him a good punch. Ok? You are not going to act like that. You
were made by God to be a male and you are going to be a male. And when your daughter starts acting to
Butch you reign her in. And you say, “Oh, no, sweetheart. You can play sports. Play them to the glory of
God. But sometimes you are going to act like a girl and walk like a girl and talk like a girl and smell like a
girl and that means you are going to be beautiful. You are going to be attractive. You are going to dress
yourself up.”
You say, “Can I take charge like that as a parent?”
Yeah, you can. You are authorized. I just gave you a special dispensation this morning to do that.”
Audio:
October 9, 2009
Study Finds High Rate of Imprisonment Among Dropouts
By SAM DILLON
On any given day, about one in every 10 young male high school dropouts is in jail or juvenile detention,
compared with one in 35 young male high school graduates, according to a new study of the effects of
dropping out of school in an America where demand for low-skill workers is plunging.
The picture is even bleaker for African-Americans, with nearly one in four young black male dropouts
incarcerated or otherwise institutionalized on an average day, the study said. That compares with about
one in 14 young, male, white, Asian or Hispanic dropouts.
Researchers at Northeastern University used census and other government data to carry out the study,
which tracks the employment, workplace, parenting and criminal justice experiences of young high school
dropouts.
“We’re trying to show what it means to be a dropout in the 21st century United States,” said Andrew Sum,
director of the Center for Labor Market Studies at Northeastern, who headed a team of researchers that
prepared the report. “It’s one of the country’s costliest problems. The unemployment, the incarceration
rates — it’s scary.”
A coalition of civil rights and public education advocacy groups and a network of alternative schools in
Chicago commissioned the report as part of a push for new educational opportunities for the nation’s 6.2
million high school dropouts.
“The dropout rate is driving the nation’s increasing prison population, and it’s a drag on America’s
economic competitiveness,” said Marc H. Morial, the former New Orleans mayor who is president of the
National Urban League, one of the groups in the coalition that commissioned the report. “This report
makes it clear that every American pays a cost when a young person leaves school without a diploma.”
The report puts the collective cost to the nation over the working life of each high school dropout at
$292,000. Mr. Sum said that figure took into account lost tax revenues, since dropouts earn less and
therefore pay less in taxes than high school graduates. It also includes the costs of providing food stamps
and other aid to dropouts and of incarcerating those who turn to crime.
Daniel J. Losen, a senior associate at the Civil Rights Project at the University of California, Los Angeles,
said the study was consistent with other economic studies of the dropout crisis, though he said the
methodology of its cost-benefit analysis “lacked transparency.”
“The report’s strength is that it reveals in clear terms that there’s a real crisis with the high numbers of
young, especially minority males, who drop out of school and wind up incarcerated,” Mr. Losen said.
Previous studies have come up with estimates of the same order of magnitude on the social cost of low
graduation rates. A 2007 study by Teachers College, Princeton and City University of New York
researchers, for instance, estimated that society could save $209,000 in prison and other costs for every
potential dropout who could be helped to complete high school.
The new report, in its analysis of 2008 unemployment rates, found that 54 percent of dropouts ages 16 to
24 were jobless, compared with 32 percent for high school graduates of the same age, and 13 percent for
those with a college degree.
Again, the statistics were worse for young African-American dropouts, whose unemployment rate last year
was 69 percent, compared with 54 percent for whites and 47 percent for Hispanics. The unemployment
rate among young Hispanics was lower, the report said, because included in that category were many
illegal immigrants, who compete successfully for jobs with native-born youths.
The unemployment rates cited for all groups have climbed several points in 2009 because of the
recession, Mr. Sum said.
Young female dropouts were nine times more likely to have become single mothers than young women
who went on to earn college degrees, the report said, citing census data for 2006 and 2007.
The number of unmarried young women having children has increased sharply in some communities in
part, Mr. Sum said, because large numbers of young men have dropped out of school and are jobless
year round. As a result, young women do not view them as having the wherewithal to support a family.
“None of these guys can afford to own a home, they just don’t have any money,” he said. “And as a
result, any time they father a child it’s out of wedlock. It wasn’t like this 30 years ago.”
He cited his hometown, Gary, Ind., as an example. “Back in the 1970s, my friends in Gary would quit
school in senior year and go to work at U.S. Steel and make a good living, and young guys in Michigan
would go to work in an auto plant,” he said. “You just can’t do that anymore. Today, you have a lot of
dropouts who are jobless year round.”
Formative Assessment: Students can create a blog and post their response. Responses must be through
and show critical thinking about the issue. What is the root cause of this article and who does it really
appeal to?
Students may opt to do this on their own until further notice.
|
Think more about your topic and start writing your response to
the topic making sure you are answering all the questions posted.
I want us to really talk about these issues in class and the writing
assignments can happen in class.
|
May
11,
2012
|
CCSSW.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
Aim: What are we still missing to complete our college portfolio?
Do Now: Please organize your college portfolios and make sure you have the sheet that list all the tasks
and artifacts that you must have in your portfolio.
Activity: Students would be doing a variety of tasks as follows:
Completing College Essay, Resume, Common College Application, and research top colleges.
Formative Assessment: Meet with teacher to discuss your portfolio. Students who have everything in their
porfolio have a very good chance of getting 100 for this project.
|
SOME STUDUDENTS STILL HAVE NOT TURN IN THEIR HARRIET
JACOBS ESSAY! PLEASE WRAP UP THE WEEKEND BY
COMPLETING THIS ASSIGNMENT AND TURN IT IN ON MONDAY.
IN ADDITION, ALL BOOKS MUST BE RETURNED ON MONDAY.
We have exhausted the time spent on the college portfolio and
some students still did not complete this 20% project. Students
can stilll submit their assignments with minimum passing grade for
this assignment.
|
May
10,
2012
|
CCSS:W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
Aim: How do we know that we are addressing the question with descriptive writing in the college essay?
Do Now: Let's decide on a rubric by checking out the links:
Link A-
College Essay Writing assignment
Activity: Let's take this time to peer assess and share our findings.
Activity II: Please staple all old revision to your college essay and turn in. Students who fail to submit their
work should get it to my no later than Friday with points deductions of course.
UDL
Templates will be provided to students
Assessment:
Teacher's evaluation that student understands the process that will lead to the end product of
a college essay.
|
Complete Draft and it is Due on Thursday!
|
May
4-8
2012
|
CCSS
Do Now: What topics are on the common college application?
The Essay: 19 Tips on what to avoid
Posted at 7:00 AM ET, 02/ 7/2011
Best college essay ever?
By Valerie Strauss
Over the years that I have covered education, I’ve repeatedly been sent the following college essay with
different stories about its origin. It was said to be a real essay, a fake, a contest submission.
After receiving it again recently, I found the the author, a writer named Hugh Gallagher, to find out the
real history of the piece. Gallagher told me that he wrote the essay when he was 17 for a high school
writing contest. He won (and the essay was published in Harper's Magazine). He did then use the essay
as part of his applications when he applied to five colleges about two decades ago. He attended New York
University and is now a New York-based writer with experience in journalism, PR, branding, advertising,
multimedia, television, film and novels.
Every time I read this essay, I laugh. You will too, even if you’ve seen it before.
ESSAY: IN ORDER FOR THE ADMISSIONS STAFF OF OUR COLLEGE TO GET TO KNOW YOU, THE
APPLICANT, BETTER, WE ASK THAT YOU ANSWER THE FOLLOWING QUESTION: ARE THERE ANY
SIGNIFICANT EXPERIENCES YOUHAVE HAD, OR ACCOMPLISHMENTS YOU HAVE REALIZED, THAT
HAVE HELPED TO DEFINE YOU AS A PERSON?
"I am a dynamic figure, often seen scaling walls and crushing ice. I have been known to remodel train
stations on my lunch breaks, making them more efficient in the area of heat retention. I translate ethnic
slurs for Cuban refugees, I write award-winning operas, I manage time efficiently. Occasionally, I tread
water for three days in a row.
"I woo women with my sensuous and godlike trombone playing, I can pilot bicycles up severe inclines with
unflagging speed, and I cook Thirty-Minute Brownies in twenty minutes. I am an expert in stucco, a
veteran in love, and an outlaw in Peru.
"Using only a hoe and a large glass of water, I once single-handedly defended a small village in the
Amazon Basin from a horde of ferocious army ants. I play bluegrass cello, I was scouted by the Mets, I am
the subject of numerous documentaries. When I’m bored, I build large suspension bridges in my yard. I
enjoy urban hang gliding. On Wednesdays, after school, I repair electrical appliances free of charge.
"I am an abstract artist, a concrete analyst, and a ruthless bookie. Critics worldwide swoon over my
original line of corduroy evening wear. I don’t perspire. I am a private citizen, yet I receive fan mail. I have
been caller number nine and have won the weekend passes. Last summer I toured New Jersey with a
traveling centrifugal-force demonstration. I bat 400. My deft floral arrangements have earned me fame in
international botany circles. Children trust me.
"I can hurl tennis rackets at small moving objects with deadly accuracy. I once read Paradise Lost, Moby
Dick, and David Copperfield in one day and still had time to refurbish an entire dining room that evening. I
know the exact location of every food item in the supermarket. I have performed several covert operations
for the CIA. I sleep once a week; when I do sleep, I sleep in a chair. While on vacation in Canada, I
successfully negotiated with a group of terrorists who had seized a small bakery. The laws of physics do
not apply to me.
"I balance, I weave, I dodge, I frolic, and my bills are all paid. On weekends, to let off steam, I participate in
full-contact origami. Years ago I discovered the meaning of life but forgot to write it down. I have made
extraordinary four course meals using only a mouli and a toaster oven. I breed prizewinning clams. I have
won bullfights in San Juan, cliff-diving competitions in Sri Lanka, and spelling bees at the Kremlin. I have
played Hamlet, I have performed open-heart surgery, and I have spoken with Elvis.
"But I have not yet gone to college."
College
Application
Essay
Due:
by
the
beginning
of
class
on
Friday,
5/13
(due
to
time
constraints
I
will
not
accept
late
essays
or
revisions)
Format:
typed,
double‐spaced
(MLA
margins)
Length:
2 5 0‐word
minimum,
not
to
exceed
350
words
Reminder:
This
is
NOT
an
academic
essay.
Feel
f ree
to
ref er
to
yourself
as
“I,”
and/or
to
write
inf ormally
at
times
if
it
is
clear
you
are
doing
so
f or
aesthetic
reasons.
Overall,
however,
demonstrate
that
you
understand
the
conventions
of
language
and
writing.
Prompt
(f rom
the
Common
Application
2011)
Please
write
an
essay
on
one
of
the
options
listed
below.
Please
indicate
your
choice
by
circling
the
letter
that
precedes
it.
This
personal
essay
helps
us
become
acquainted
with
you
as
a
person
and
student,
apart
from
courses,
grades,
test
scores,
and
other
objective
data.
It
will
also
demonstrate
your
ability
to
organize
your
thoughts
and
express
yourself.
a) Evaluate
a
significant
experience,
achievement,
risk
you
have
taken,
or
ethical
dilemma
you
have
faced
and
its
impact
on
you.
b) Discuss
some
issue
of
personal,
local,
national,
or
international
concern
and
its
importance
to
you.
c) Indicate
a
person
who
has
had
a
significant
influence
on
you,
and
describe
that
influence.
d) Describe
a
character
in
fiction,
a
historical
figure,
or
a
creative
work
(as
in
art,
music,
science,
etc.)
that
has
had
an
influence
on
you,
and
explain
that
influence.
e) A
range
of
academic
interests,
personal
perspectives,
and
life
experiences
adds
much
to
the
educational
mix.
Given
your
personal
background,
describe
an
experience
that
illustrates
what
you
would
bring
to
the
diversity
in
a
college
community,
or
an
encounter
that
demonstrates
the
importance
of
diversity
to
you.
f) Topic
of
your
choice.
Rubric:
A
Essay
‐ Essay
is
well
organized
(w/unified
and
coherent
paragraphs)
‐ Essay
is
free
of
grammatical,
syntactical,
and
spelling
errors
(or
any
break
from
writing
conventions
is
obviously
intentional)
‐ Essay
is
original,
engaging,
and
vivid
‐ Essay
conveys
a
strong
(and
appropriate)
sense
of
the
applicant
B
Essay
‐ Essay
has
minor
organizational
problems
‐ Essay
has
a
minimum
of
unintentional
grammatical,
syntactical,
and/or
spelling
errors
‐ Essay
is
somewhat
original,
engaging,
and/or
vivid
‐ Essay
conveys
an
appropriate
sense
of
the
applicant
C
Essay
‐ Essay
is
problematic
in
terms
of
organization
‐ Essay
has
a
distracting
number
of
unintentional
grammatical,
syntactical,
and/or
spelling
errors
‐ Essay
is
formulaic
and/or
feels
perfunctory
‐ Essay
doesn’t
convey
a
sense
of
the
applicant,
and/or
sense
of
the
applicant
isn’t
appropriate
for
the
task
NP
Essay
‐ Essay
appears
randomly
organized
‐ Essay
is
overrun
by
unintentional
grammatical,
syntactical,
and/or
spelling
errors
‐ Essay
is
especially
uninspired
and
bland
‐ In
no
way
does
essay
resemble
a
college
application
personal
statement
|
Complete your essay and bring it in on Thursday!
|
| |
OBJECTIVE:
Upon successful completion, students will be able to create a complete resume representing their skills,
experience,
and educational background.
CAREER PREPARATION LEARNING RESULTS MET OR PARTIALLY MET:
Analyze skills and abilities required in a variety of career options and relate them to their own skills and
abilities.
Use a career planning process that includes self-assessment, personal development, and a career
portfolio as a way to gain initial entry into the workplace.
Demonstrate job-seeking skills.
Assess personal, educational, and career skills that are transferable among various jobs.
SKILLS UTILIZED:
Listening, English grammar and composition, business etiquette, keyboarding, editing
CCSS:W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
Aim: What is a resume and how can we create one to illustrate our achievements?
Do Now: Turn in Essays on Jacobs and Douglass. Some of you opted to do the Critical Lens
Critical Analysis paper, so please also turn it in.
Mini Lesson: What is a Resume?
What is a Resume? A resume is a one page summary of your skills, education, and experience. The
resume acts much like an advertisement for a company trying to sell something. The resume is your
advertisement. Just as a sneaker company spends countless hours (and millions of dollars) designing
their latest advertising campaign, you too must spend a good deal of time creating, proofreading, editing,
and perfecting your resume. A resume is one of the most important pieces of writing you will ever create.
A solid resume is the key that will open the door to good jobs. Don’t cheat yourself...work hard on it.
How long do employers typically look at a resume? A. Less than 30 seconds
B. 3 Minutes
C. 1 Minute
If you answered “A”, you are correct. Employers often receive hundreds of resumes for a single
position. They do not have time to pour over every word on each one. This increases the importance of
the smallest details.
What should be included in a resume? Not all resumes are the same, but there are some common
elements that they all should include. The necessary elements are:
Heading - Your heading should include the essential personal information. Your formal name (not
nickname) should appear at the top and it should stand out above all else on the paper. You want
them to remember who you are in less than 30 seconds. Also include your address (both permanent
and temporary) and phone number. If you use email, include your email address.
Objective - (Also called “Career Objective”) Employers often say this is the most important part of a
resume. It is generally a one sentence explanation of the type of job you are seeking. Your objective
should be fairly specific. If you are applying for different types of jobs, change your objective to match
each type of job. If you are uncertain about the specific positions available, note your areas of interest.
Education - As students, this should be your next section of information. If you are in college, you only
need to include college because it is assumed that you have graduated from high school. For the same
reason, high school students should not include information from junior high/middle school. You should
specify the dates of attendance or graduation (or expected graduation). As a college student, include
your major and the degree you expect to receive. Some people include education-related honors in this
section. If your education is particularly relevant to a job, you may want to include a section titled
“Relevant Courses.” In this category, you can list classes that might contribute to your
employability.
Experience - (Also called “Work Experience” or “Employment Experience”) In this section, you should
include previous employers, their locations, your dates of employment, and your job title. You may have
to create a job title if you did not have one. You should include at least two one-line descriptions of what
your job duties and responsibilities were. You can not assume that the job title explains what you did to all
readers. Use action verbs to start each of these descriptions. Do not use “I” in descriptions.
Activities - Employers like to see people who have been involved in school or community activities. In
this section, list special activities you participated in (prom committee) and organizations you joined
(drama club, baseball team, etc.). Include the years in which you participated. Be aware, however,
that some employers may eventually view this information as irrelevant. As high school students, this
should not be a concern.
Summary of Skills - Some people use this section to include special skills or talents that are not
LP4 – Resume Writing CREATING THE EFFECTIVE RESUME
included elsewhere on the resume, but would be relevant to the employer. Some possibilities are:
• Type 60 words per minute
• Fluent in French
References – Although it is common practice to put “References Available Upon Request” at the
bottom of a resume, most career advisors say it is unnecessary. However, there is nothing wrong with
taking a nicely printed list of personal references with you to an interview. You should have 2 - 3
people who have observed your work habits (employers, teachers, coaches, etc.) and 2 - 3 people
who can speak about your character. Make sure you have asked their permission to include them as
references. Only ask people who will speak well of you. Create a separate list of references including
their names, addresses, employers, job titles, and phone numbers. It is best to list work numbers
since some people don’t appreciate calls at home. You know an employer is interested when they
request a list of references.
Review Sample Resumes:
President Barack Obama's Resume
Hillary Clinton's Resume (old copy)
High School Student's Resume
From Common Core: Resume
U
|
There will be a grade drop if students do not attempt to turn in
their work. Please Work on your Resume and turn in on Monday
to include in your portfolio.
|
April
25,
2012
|
CCS:
RI.11-12.2. Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
RI.11-12.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Aim: How can we provide the best supporting details and sub-details to support our thesis statement?
Do Now: The Common College Application has been postponed to next week Thursday.
Therefore, you have to bring it in as we cannot print it in class. You have an entire week to do
this.
Select a laptop and be prepared to learn how to best support your thesis with great topic
sentences and supporting details.
Mini Lesson: 3 point thesis, In-text Parenthetical Citations, and Works Cited
3 pointer thesis statement: Remember if the topic is in the form of a question just
answer the question in a complete sentence and with 2 to 3 reasons and this
becomes your thesis. On the other hand, if it is in the form of a statement, turn the
statement into a topic, then answer the question with 2-3 reasons and this is your
thesis.
a Persuasive Thesis Statement on Sleep Deprevation:
Even though Researchers are still trying to find concrete evidence on this topic., The
effects of sleep deprivation causes fundamental issues that creates challenges such
as impaired immune system, and generally decreases your overall state of well-being,
weight gain, impaired brain function, and inability to handle stress,.
In-Text parenthetical citations:
The MLA system of in-text citations, which depends heavily on authors’ names and
page numbers, was created with print sources in mind. Although many online sources
have unclear authorship and lack page numbers, the basic rules are the same for
both print and online sources.
Examples:
Kwon points out that the Fourth Amendment does not give employees any protections
from employers’ “unreasonable searches and seizures” (6). --notice the period goes
outside the (6).
Frederick Lane reports that employers do not necessarily have to use software to
monitor how their employees use the Web: employers can “use a hidden video
camera pointed at an employee’s monitor” and even position a camera ”so that a
number of monitors [can] be viewed at the same time” (147).
Author named in parentheses If a signal phrase does not name the author,
put the author’s last name in parentheses along with the page number. Use
no punctuation between the name and the page number.
Example:
Companies can monitor employees’ every keystroke without legal penalty, but they
may have to combat low morale as a result (Lane 129).
Works Cited:ON A SEPARATE PAGE
Go to mshyde.net scroll down for examples. However, it must follow MLA FORMAT
alphabetical order, 2nd indented. etc...
Activity:
UDL Tools
The Perfect paragraph
Now that you have written your thesis, let's follow the steps for writing a good body paragraph by using a
web graphic organizer. Then use the information in your web to write your first body paragraph for your
paper.
If you are finished then exchange with another to peer edit.
|
Please continue working on your papers as it is due next week
Thursday.
3-4 pages with Works Cited
TYPED 12 point Times Roman Font
8 1/2 x 11 paper
Double spaced
Underline thesis if you are doing regular paper
Students who are following the Critical Lens model would also
have to follow the above instructions.
Reminder: will not be here from April 30th through the May 2.
|
April
19-21
2012
|
Performance Indicators:
W.GPI.1.4 Use a range of organizational strategies, such as clustering, mapping, and brainstorming to
present researched
information to write their MLA Format outline
L.GPI.1.3 Synthesize information from different sources by condensing, combining, or categorizing data,
facts, and ideas.
R.GPI. 3.2 a Preview a text (in order to build schema), noticing structural markers of MLA (Modern
Language Association) format
outline.
Students will be able to:
1. Explain the purpose of a thesis statement in an academic essay.
2. Identify the two components of a basic thesis statement.
3. Identify, create, and apply their knowledge of a thesis statement by correcting thesis statements
CCS:
RI.11-12.2. Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of
the text.
RI.11-12.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Aim: How can we generate (write) a good thesis statement for our paper?
Do Now
What do you already know about your topic and what do you want to know?
Mini Lesson: Strategies for creating a thesis.
Thesis Equations: Think about the thesis equations as you ask questions and move toward a tentative
thesis.
A tentative thesis should look something like this:
Specific topic + Attitued/Angle/Argument=Thesis
What you plan to argue + How you plan to argue it= Thesis
Do some critical thinking and write your thesis statement in one sentence. Your thesis statement is like a
declaration of your belief. The main portion of your writing will consist of arguments to support and defend
this belief.
Here is a simple solution: if your topic is in the form of a question then revise your question into a thesis
stentence (i.e. you are answering the question in the form of a sentence) for example:
Topic: How are women portrayed in Othello?
Answer the Question: Even though the role of women during the Elizabethan Era was to be submissive,
characters
Desdemona and Emilia were portrayed as unconventional because they stood up and fought against their
husbands.
How to Generate a Thesis Statement if the Topic is Assigned
Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step,
then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a
report to the local school board explaining the potential benefits of using computers in a fourth-grade
class,” turn the request into a question like, “What are the potential benefits of using computers in a
fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two
complete sentences answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”
OR
A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.
Activity:
Knowing the thesis and rearranging the support to the thesis in the form of an outline.
Day II Do NOw: Let's reivew the topics you selected or changed.
Activity: Please go to the NYPL link on my homepage and start research books for your research paper. I
will help you with your research.
Day III
Pop Quiz on Jacobs and Douglass on Monday 23rd.
Share out! Using our class activity--please indicate on the exit slip what you've learned today and what
you still need clarification
on regarding writing your MLA format Outline.
What did _______________________accomplish today? Period____Date______
Ms. Hyde’s Class Exit Slip
Self-Reflection: Taking Part in a Group or Working Independently
Please answer the following questions responding with either: Yes, Unsure, or No by placing a check mark
upon the
appropriate face.. Then answer the two questions that follow.
1. Did I understand what my role was in the group/instructions?
2. Did I complete my task to the best of my ability?
3. Did I offer/seek help when it was needed?
4. Did I enjoy taking part in the group work?
1) Discuss why you are/not enjoying this project
2) What problems did you encounter and how did you fix it?
Assessment:
Informal Assessment will be taken students ability to stay on task, participation in today's activities, as well
as the collection of
the writing assignment.
|
Take a look at the links and start writing your papers. The
Introductory paragraph is due on Monday. The introductory
paragraph would include your thesis statement. Please underline
your thesis statement.
Activity: Looking at a Research Paper (Modern Language
Association/MLA)
Students will review the attached link and identify the following:
Theis statement
Topic Sentences
Supporting Evidence
Transitions
Direct Quotes (fancy word is parenthetical citations)
What are your thoughts on writing this research paper?
Your portfolio binder with transcripts etc.
is due tomorrow
ASSESSMENT ON JACOBS AND
DOUGLASS TOMORROW 4/23/2012
|
April
17-18
2012
|
W11-12.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
W11-12. 2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
Aim: What is the price and the consequences of freedom and can you set yourself FREE?
Do Now: Quick Write: without mentioning any names, contrast two people you know: one who has self-
determination and one who does not. Would you attribute the differences between them more to
circumstances or to attitude?
Person A Person B
Stands up to defend the Afraid to speak out against her abusive friend
rights of others
Day II
Mini Lesson/Engaging Students: Who was Frederick Douglass (Brainstorm) using a KWL chart.
Did you know that Douglass:
escaped to the North by disguising himself as a sailor= didn't Jacobs do the same?
made his home a stop on the Underground Railroad
was an early defender of women's rights=so was Jacobs.
Activity: Students will use the American Literature Anthology and begin to read and also listen to an
excerpt audio of Frederick Douglass' narrative. Keep in mind the Debatable topics and how it is similar to
that of Romeo and Juliet.
Activity: Debatable paper topics.
- In what wasy might a slave narrative written by an enslaved woman like Jacobs differ from
Douglass' account? Explain.
- How could the use of slavery be defended?
- Which of two characters (Jacobs/Douglass), defied all odds in the era they lived?
- Since Douglass and Jacobs wrote their Narratives many other African Americans have written
autobiographies that use their own experiences to critique American society's marginalization of
them. What other groups in the United States can claim the same?
- How can an individual affect change during adversity ?
- What metaphorical masks does one wear in society? Do these masks obscure the true essence of
the individual?
- According to Harriet Jacobs “Slavery was terrible for men, but even more terrible for women.” Agree
or Disagree using Frederick Douglass as the comparative literature.
- What is the price and consequence of freedom?
- What does it mean to be an American?
- Why were African Americans more desirable as slaves than indentured servants or Native
Americans?
11. How does Jacobs and Douglass use the art of rhetoric to bring about sentimentality in their audience?
Activity Period 8 ONLY: What is MLA format for writing a paper?
Students would need to know the following: Thesis, MLA (Modern Language Association), Topic
Sentences, Parenthethical Citations/In-text citations, Works Cited.
Assessment: Students ability to debate and brainstorm the above topics. Students understanding the
importance of writing in MLA format (College Readiness).
|
Start thinking about your essay topics and the college portfolio.
Due 4/18/2012 Register for collegeboard.org and bring the initial
page tomorrow. 4/18/2012
|
April
16,
2012
|
W11-12.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
W11-12. 2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
Aim: How and when does Harriet Jacobs gain her freedom?
Do Now: Why do you think critics read Jacobs’s text as a novel? How does your understanding of the text
change if you take it to be a true account of Jacobs’s life?
Activity: One can easily identify a theme of “the pursuit of freedom” in Jacobs’s narrative. However it is
hard to pin-point the exact moment when Harriet gained her freedom. For instance she was clearly free
when her employer bought her freedom, or was it earlier, when she took control of her own life? What do
you think? Use evidence from the narrative to support your arguments and write them in your notebooks.
Activity Period 8 only: Students will work in small groups and construct and fill in the Venn Diagram.
Use a Venn Diagram to show---How is the plot of Jacobs is similar and different to Douglass’
Share out: Volunteers from each group will be called on to fill in teacher’s venn diagram.
Assessment: Students ability to stay focus, work as a group, know how to draw and fill in a Venn Diagram
with the appropriate content and support, and complete task before the bell rings.
|
Homework: Period 8 Think about the following topics: Slavery
was terrible for men, but it was even more terrible for women”
Periods 3, 6,, and 7 will research the biography of Frederick
Douglass and compare it to Jacobs’
|
April 2,
2012
|
College and Career Readiness Standards for Reading follows previous lesson
Aim: How can we use evidence from the text to construct a Bio-poem?
Do Now: Let's brainstorm on the word Bio-poem. What do you think is a biopoem and what information
goes into a bio-poem?
Mini Lesson: How to Write a Bio-Poem
How to Write a Biopoem
(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
---------------------------------------------------------------------------------------------------------
From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content
areas. Reading Today,
11, 26. Reprinted with permission of the publisher and author.
Biopoem Sample
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who hated discrimination, loved to stand up for her beliefs, and loved to help others
Who feared that racism would continue, feared losing the opportunity to make a difference, and
feared that young people might lose opportunities to develop strength and courage
Who changed history as she accomplished great strides for equality and encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination in a world in which
respect is freely given to all
Born in Alabama and living in Detroit
Parks
Now You do in groups of fours. If you "spit lyrics" then by all means go ahead and write your own
bio-poem of Harriet Jacobs, the only thing is that you would have to "rap" it.
Double check your work using Bio-Poem Rubric
|
Write your own Bio-Poem using your life!
|
March
26-27,
2012
|
College and Career Readiness Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.
Aim: What aspects of a person's character is the most essential to survival and success?
Do Now: Who is your hero and what makes that person heroic?
Lesson: Meaning of Fate
fate [feyt] Show IPA noun, verb, fat·ed, fat·ing.
noun
1. something that unavoidably befalls a person; fortune; lot: It is always his fate to be left behind.
2. the universal principle or ultimate agency by which the order of things is presumably prescribed; the
decreed cause of events; time: Fate decreed that they would never meet again.
3. that which is inevitably predetermined; destiny: Death is our ineluctable fate.
4. a prophetic declaration of what must be: The oracle pronounced their fate.
5. death, destruction, or ruin.
6. to predetermine, as by the decree of fate; destine (used in the passive): a person who was fated to be
the savior of the country.
Definition of DESTINY
1 : something to which a person or thing is destined : fortune <wants to control his own destiny>
2 : a predetermined course of events often held to be an irresistible power or agency/
willpower [ˈwɪlˌpaʊə]
n
1. the ability to control oneself and determine one's actions
2. firmness of will
Study Guide Questions:
Early Adulthood: Taking control of her destiny
Chapters 7-16
The Lover VII
Why didn't Harriet marry her carpenter lover?
What are slaves thought to think of the North? Chapter VIII
Sketches of Neighboring Slaveholders: Chapter IX
What happened to James the Slave?
Explain what happened to the slave family to the pious/kind mistress?
The Perilous Passage in the Slave Girls's Life Chapter X
1. Why does Harriet deliberately make a "headlong plunge" to have a sexual relationship with Mr. Sands
(lawyer)?
2. Do you think that Harriet’s grandmother’s judgment about Harriet’s morals is fair?
3. Why does Harriet need her grandmother’s approval so much?
A New Tie to Life XI
What exposure is Harriet inferring that Flint could have save her from?Beginning of the chapter.
How did Harriet's plan to have a sexual relationship and child with Mr. Sands backfire?
Fear of Insurrection XII
Nat Turner "American Slave Revolt" August 21, 1831 in Southhampton County in southeast Virginia.
The Church and Slavery XIII
How does Harriet exposes the hypocrisy of the Church?
"Ole Satan's church is here below; UP to God's free church I hope to go" Explain.
4. How does the practice of slavery violate Christian principles?
Another LInk to Life XIV 19 years old
Why do you think Harriet had a second child with Mr. Sands?
How did she feel about having a baby girl?
Why did Harriet see the gold chain as an emblem of slavery?
Continued Persecutions XV
Explain the quote "My master had power and law on his side; I had a determined will. There is might/power
in each.
Escape and Hiding
Chapters 17-30
1. Who are all of the people who assist Harriet in her hiding?
2. What could motivate a white southern person to hide a run-away slave?
3. What motivated Dr. Flint to search for Harriet so vigorously?
4. Why does Mr. Sands buy Harriet’s children? Do you think that he will free them or keep them as slaves?
5. What must it have been like for Harriet to hide so long in the confined space in her grandmother’s
shed?
6. How does Harriet show her strong love for her children during the time of her hiding?
7. Why do you think it was important to Phillip to provide a funeral and burial for Aunt Nancy?
Activity: Students will work in pairs to complete the following: select one of the following options to work on
1). Select three of the above chapters, you and your partner must determine what you think is the most
important scene in the chapter, find images online to represent the scene, then write a brief summary
describing each scene. Also show how Harriet demonstrated strong will power to overcome her
obstacles? You will present four slides, the last page is the References page where you cite your image
and where you got the image.
2). Work with a partner to create a power point on the Themes of Incidents in the Life of a Slave Girl
"The Corrupting Power of Slavery", "Domesticity As Paradise and Prison", and "The Psychological Abuses
of Slavery." You will research images on line that you think best represents the theme, then write a brief
summary describing each. Also show how Harriet demonstrated strong willpower to survive and overcome
her challenges? You will present four slides and the last page is the Reference(s) page where you cite
your image sources.
Assessment: Note taking, class participation, ability to use text as support to give concrete evidence.
Four Point Power Point Rubric with checklist
|
Day I: Once again please do not wait for me to tell you to
continue reading. Students should be more advanced in
their reading.
Ideally, Period 8 Honors should complete the by Thursday.
You have another book to read over the break.
Class Periods 3, 6, and 7 Read to chapter 19 XIX
Class Period 8 Read to Chapter XVIII Chapter 28 you must
complete the book by next week Thursday.
Day II Homework: Review the Study Guide Questions.
|
March
22-23
2012
|
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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
Aim:How are eighteenth century women different, yet similar to 21st century women?
Do Now: What do you know about the girls/boys in this school compared to antother school?
Lesson: Theme of Incidents
- The Corrupting Power of Slavery
- Domesticity As Paradise and Prison
- The Psychological Abuses of Slavery
Activity: Use the Venn Diagram to compare and contrast women of 18th to 21st using Harriet Jacobs
from the novel Incidents in the Life of a Slave Girl.
Activity II: How does Harriet Jacobs defy the entire system of slavery and the four cardinal virtues (aka
Cult of Domesticity?
Let's play a game of Ask, Answer/Change. I actually made this up so here goes: Students will be
given some time to review the chapters formulate questions, and also know the answers. We
are up to Chapter 15/20.
First student can make a statement, or ask a question
Second student can answer it or change to another question (you can only do this once) if you
cannot answer the second time around you are out.
Students who cannot answer after the second change is out of the game.
Assessment: Students know their area of context and sequence of events. Students actively
engaged in classwork and participation.
|
By the end of this week periods 3, 6, 7 should have completed
chapter15.
Period 8 should have completed chapter 20
Don't forget you can listen to it on this page!
Read on!
Day II: Periods 3, 6, and 7 read Chapter 20
Period 8: to Chapter 25
|
March
20-21
2012
|
Learning Objectives
- Students will have the opportunity to:
- Read and evaluate primary source documents
- Debate the key issues surrounding women’s rights during 18th century
- Brainstorm and discuss what it takes to make change and what makes up an effective civil rights
movement.
http://www.pbs.org/stantonanthony/resources/index.html?body=culthood.html
Common Core Standards:
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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature.
Aim: There is a notion of women being virtuous in Incidents: what does it mean to be virtuous during the
18th century vs. 21st century?
Do Now: What does it mean to be a "good girl" or "good boy" in today's society...what things are
expected, what are the rules? Using Cornell Notes.
Vocabulary: Virtuous
virtuous [ˈvɜːtʃʊəs]
adj
1. characterized by or possessing virtue or moral excellence; righteous; upright
2. (of women) chaste or virginal
virtuously adv
virtuousness n
Lesson: The Cult of True Womanhood
Ideal Womanhood
• Ideal of womanhood had essentially four parts – four characteristics any good and proper young
woman or “true woman” should cultivate:
– Piety
– Purity
– Submissiveness
– Domesticity
Piety:
In the nineteenth century it was believed that women had a particular propensity for religion.
• The modern young woman of the 1820s and 30s was thought of as a new Eve working with God to bring
the world out of sin through her suffering, through her pure, and passionless love.
Irreligion in females was considered "the most revolting human characteristic".
• Indeed, it was said that "godless, no woman, mother tho she be."
Purity:
Ideal Womanhood: Purity
• Female purity was also highly revered.
• Without sexual purity, a woman was no woman, but rather a lower form of being, a "fallen woman",
unworthy of the love of her sex and unfit for their company.
To contemplate the loss of one's purity brought tears and hysteria to young women.
• This made it a little difficult, and certainly a bit confusing to contemplate one's marriage, for in popular
literature, the marriage night was advertised as the greatest night in a woman's life,
– the night when she bestowed upon her husband her greatest treasure, her virginity
A woman must guard her “treasure” with her life. Despite any male attempt to assault her, she
must remain pure and chaste. She must not give in, must not give her treasure into the wrong
hands.
• Following is advice on how to protect oneself and one's treasure from Mrs. Eliza Farrar, author
of The Young Woman's Friend: – "sit not with another in a place that is too narrow; read
not out of the same book; let not your eagerness to see anything induce you to place your head close to
another person's.
• American culture of the early nineteenth century underwent a purity fetish, such that it
touched even the language of the day, popular decorating, and myths.
• There develops an American “language of repression”
– This when we began to talk about limbs for legs (even of chairs)
– and white meat instead of breast meat (in fowl)
• This when women began to decorate limbs chairs, pianos, tables
– to cover with fabric so that one would not be reminded of legs.
Separate male and female authors on bookcases, unless, of course, they were married to each other.
• Also when myth of stork bringing babies emerges.
Ideal Womanhood: Submissiveness
• This perhaps the most feminine of virtues.
• Men were supposed to be religious, although not generally. Men were supposed to be pure, although
one could really not expect it. But men never supposed to be submissive.
• Men were to be movers, and doers--the
actors in life.
• Women were to be passive bystanders, submitting to fate, to duty, to God, and to men.
• Women were warned that this was the order of things. The Young Ladies Booksummarized : "It is certain
that in whatever situation of life a woman is placed from her cradle to her grave, a spirit of obedience and
submission, pliability of temper, and humility of mind are required of her."
• Female submissiveness and passivity guaranteed by clothing she was required to wear.
• Tight corset lacing closed off her lungs and pinched her inner organs together.
• Large numbers of under garments and the weight of over dresses limited her physical mobility.
A true woman knew her place, and knew what qualities were wanted in her opposite.
• George Burnap, The Sphere and Duties of Woman: "She feels herself weak and timid. She needs a
protector. She is in a measure dependent. She asks for wisdom, constancy, firmness,perseveredness,
and she is willing to repay it all by the surrender of the full treasure of her affection. Women despise in
men everything like themselves except a tender heart. It is
enough that she is effeminate and weak; she does not want another like herself.
A number of popular sayings reiterate this:
• "A woman has a head almost too small for intellect but just big enough for love.“
• "True feminine genius is ever timid, doubtful, and clingingly dependent; a perpetual childhood."
Ideal Womanhood: Domesticity
• Woman's place was in the home.
• Woman's role was to be busy at those morally uplifting tasks aimed at maintaining and fulfilling
her piety and purity.
– Housework, childcare, decorative sewing and embroidery
How does the protagonist suffers further dehumanization and degradation in Chapter VII "The
Lover?"
de•hu•man•ize (dē hyo̵̅o̅′mə nīz′)
transitive verb -•ized′, -•iz′•ing
to deprive of human qualities, as pity, kindness, individuality, or creativity; make inhuman or machinelike
Degrade:
To reduce in grade, rank, or status; demote.
2. To lower in dignity; dishonor or disgrace: a scandal that degraded the participants.3. To lower in moral
or intellectual character; debase.4. To reduce in worth or value: degrade a currency.5. To impair in
physical structure or function.
Study Guide Questions
Comprehension Check:
- Who is Linda in love with? (36)
- What is her lover's profession in the neighborhood? (36)
- Who did Linda confide in about her lover?
- Who did she ask for help to talk to Dr. Flint?
- What was Dr. Flint's response to Linda's proposal of marrying her lover?
- How are they acquainted?
Literary analysis:
- How is slavery metaphorically illustrated in the text? (look at the first paragraph of "The Lover")
Close/Interpretive/Infer:
- How are men further emasculated in this literary work?
- Why does Dr. Flint tells Linda to take up with one of his slaves instead of granting her permission to
marry her lover?
- In what way is Dr. Flint acting like a jealous lover himself?
- What really triggers Dr. Flint to physically abuse Linda and why?
- Explain Linda's response "Do you know....that I can kill you, if I please? You have tried to kill me,
and I wish you had; but you have no right to do as you like with me" (39).
- What does it mean to have "high notions?" (39).
- Why does Dr. Flint tell Linda that she "[has] been the plague of [his] life" (39)?
Critical Thinking:
- What is the importance of virtue in this chapter?
- In her slave status, why is Linda allowed to "answer back" Dr. Flint?
- How is Dr. Flint portrayed as an animal and Linda like prey? (40)
- Why do we not know the lover by his real name or fake name?
- Why did Linda have to give up the thought of marrying her lover?
Day II
Do Now: What values do these Cardinal Virtues hold in today's society? Think about the older
women in your family, and do they fit any of of these cardinal virtues? Explain.
Students will switch roles as follows:
- Male students will give their perspective of a young girl living in today's society and
dealing with the four Cardinal Virtues. Do women still have to live up to these values? If
so, why?
- Female students in class will give their perspective on which of the cardinal virtues do
men most cherish in women or think women must possess.
- If were were to send you through a time travel machine back to 18th century, then would
each gender survive?
|
I would like to hear your mother, grandmother, or female
guardian's view on the The Cult of True Womanhood and if
they think any of it applied to them growing up, and if so, how has
the values of womanhood changed over time. Write one
paragraph and bring in tomorrow! Yes! your mom/guardian will be
writing your homework for you! They can write it in letter
form..Dear Ms. Hyde:
|
March
16,
2012
|
Common Core Standards
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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature.
Aim: What has been our own mobility in this class?
Do Now: Please take 10 minutes to complete pop Quiz.
Activity: Students will conference with teacher on missing assignments, make up assignments, or to
complete assignments. Please make sure all returned work are in your class portfolio.
The rest of the class will take a Diagnostic Assessment/Test!
|
Periods 3, 6, and 7 Complete reading Chapter 8
Period 8: Complete reading Chapters 11 and 12.
|
March
14-15,
2012
Student
s were
given a
second
opportu
nity to
review
their
test.
|
Common Core Standards:
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.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
DI: Extended time where necessary.
Aim: How can we demonstrate our knowledge about Harriet Jacobs?
Do Now: Students will be instructed to put away all books and only use their notebooks to take
an assessment. The assessment will be graded on the amount out of 100. Students MUST
answer in complete sentences. SPELLING COUNTS!
|
Periods: 3, 6, and 7 Read Chapters 6 and 7
Period 8 Read to Chapter 10.
What you put into the class is what you would get out of it.
The following article must be read by Period 8, but is also open to
the other classes to gain insight to tomorrow's class discussion on
The Cult of Domesticity or True Womanhood, by Barbara Welter.
Print and bring to class. Highlight the important aspects and
content of this article.
I announced in class today for students to double check
jupitergrades to see where they are.
|
March
12,
2012
|
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be
more than happy to re-read passage and sit with students who may need more instructional
guidance. Students may use their notes and past handouts. Lesson contains illustrations for
visual learners.
>>> this is on hold<<<<Response to the following Questions should be at least 100 words: Click to
Download Rubric:
Explain why Jacobs' Incidents is considered sentimental literature.
Peer Review using Rubric.
Common Core Standards
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative DOK discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Aim: How does absolute power corrupt absolutely?
Do Now: Write a complete sentence of a time when someone took advantage of your kindness,
or a time when you think someone deliberately did you wrong.
Requirements: Students will take notes in their notebooks on class discussion, peers
perspectives etc.
Cite page numbers or chapters to support their perspectives.
Review of Chapters: Once again, you need to take notes from our class discussions and
questions and answers. Please be advised that you will have a test tomorrow. Students can
use their notes with the exception of period 8. Things to study:
- Names of characters and how are they related
- Vocabulary covered
- Preface
- Titles of each chapters
- Context of each
- Characteristics of each character (click on this link) You may not use this in class for
your assessment.
- Class discussion Questions and review of each chapter.
Period 3, 6, and 7 will review chapters 4 "The Slave Who Dared to Feel Like a Man" and
Chapter 5 "The Trials of Girlhood"
Questions for Period 8 "The Trials of Girlhood" and "The Jealous Mistress"
Comprehension Check:
- Why is Mrs. Flint Jealous and who is she jealous of?
- Why does Harriet chooses death and hard work than to live with an "unprincipled master and
jealous mistress" (29)?
- Why was Mr. Flint slipping notes to Harriet?
- How old is Harriet in this chapter? (31)
- How does Mrs. Flint mask herself to fool Linda? What does she do?
- What number wife is Mrs. Flint? (33)
- Is Mrs. Flint younger or older than her husband?
- How many children has he fathered? (34)
Interpretive:
Why do you think Mr. Flint wouldn't allow anyone to punish Harriet?
Is he in love or completely obsess with her?
Why do you think Harriet was chosen to sleep with Flint's daughter?
Why does Mrs. Flint make Harriet swear on a Bible?
Literary analysis: Why is it ironic that Mrs. Flint "pitied herself as a martyr"? (32).
Synthesize and Explain: " I could not blame her...slaveholder's wives feel as other women would under
similar circumstances..." (32)
Critical Thinking: Explain "have I ever treated like a negro" (34)
What promises does Flint make to Linda and why? (34)
Rhetoric: where is rhetoric evident?
Assessment: Students will continue to take notes in their notebooks, ask questions, monitor
for meaning, and participate in class discussion.
Exit Question: How does Incidents illustrates the abuse of power?
|
STUDY STUDY STUDY STUDY STUDY STUDY
YOUR NOTES YOUR NOTES YOUR NOTES
DID I SAY STUDY YOUR NOTES
Study Guides:
Women in History: Harriet Ann Jacobs
About Harriet Jacobs--Timeline
Signet Classics: Teacher's Guide to Jacobs' Incidents
Other Sources of Information
The Norton Anthology: African American Literature
The Slave Narrative
Frederick Douglass and Harriet Jacobs: American Slave Narrators
PBS Video on Slavery by Another Name
|
March
7-9,
2012
|
Students will interpret primary source of historical document using prior knowledge and KWL chart.
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be
more than happy to re-read passage and sit with students who may need more instructional
guidance. Students may use their notes and past handouts. Lesson contains illustrations for
visual learners.
Common Core Standards
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Aim: What was it like to be a slave woman in 19th century America?
Do Now: We will complete the PPT Slide, and spend 10 minutes on the KWL you started yesterday. This
will be graded as classwork so please be mindful of the time.
Or, for the classes that completed the KWL: How is the art of rhetoric/persuasion illustrated in the
introduction of Incidents in the Life of a Slave Girl?
Lesson: Feminist, Feminism
fem·i·nism [fem-uh-niz-uhm] Show IPA
noun
1. the doctrine advocating social, political, and all other rights of women equal to those of men.
2. (sometimes initial capital letter ) an organized movement for the attainment of such rights for women.
3.feminine character.
feminism definition
The doctrine — and the political movement based on it — that women should have the same economic,
social, and political rights as men. ( See under “Anthropology, Psychology, and Sociology.” )
feminism definition
A movement for granting women political, social, and economic equality with men. ( See women's
movement.)
Ask 3 Volunteers to each narrate Chapters 1, 2, and 3 respectively. Students who actively
participate in class discussion and volunteer will be awarded an additional 5 points on their
100 words assignment.
Class Discussion Questions range from Level 2-4: Students are required to take notes! any
links should be clicked on to improve vocabulary.
II. Who was Harriet Jacobs.
1. Explain how Jacobs went from innocence to experience.
Answer: At age six her mother died and she learned that she was a slave, her kind mistress died at age
12 and she was bequeathed to the Flint's 5 year old daughter, being punished by Mrs. Flint, Mr. Flint
whispering foul words in her ear when she turned 15)
2. Consciousness of the women who surrounded and influenced Jacobs: mother,
grandmother, and first mistress.
Mother (Delilah): was only a slave in name but was noble and womanly and it for this reason why Linda
felt that she is entitled to the same rights as white women, hence her feminist move to expose the
exploitation of slavery and the treatment of women in the south.
First Mistress (Magaret Horniblow): Taught her to read, write, sew, and showed her kindness.Harriet's
childhood was a happy one. "[We] lived together in a comfortable home," she wrote in her autobiography,
"and, though we were all slaves, I was so fondly shielded that I never dreamed that I was a piece of
merchandise." She even found happiness after her mother's death, when she moved into the home of her
mother's mistress -- a kind woman who nurtured the young Harriet, teaching her to read and sew, and
seeing to her well-being.
Grandmother (Molly Horniblow)aka to many in her town as Aunt Martha: Molly gently and firmly
instilled Christian virtues in Harriet and taught her about being independent.
3. Mobility: young girl, slave girl, womanhood, activist, feminist. Harriet Jacobs went from being a slave to
activist who gained her "rights" to womanhood through her ability to escape Dr. Norcom, slavery, and
feminist who advocated for the rights of all women (see social mobility).
III. The Slave Narrative
A. Analyze the Conventions for Slave narratives (DOK 2-3)
1. Purpose of slave narrative: Incidents
Narratives of slavery recounted the personal experiences of ante-bellum African Americans who had
escaped from slavery and found their way to safety in the North. An essential part of the anti-slavery
movement, these narratives drew on Biblical allusion and imagery, the rhetoric of abolitionism, the
traditions of the captivity narrative, and the spiritual autobiography in appealing to their (often white)
audiences. Some of these narratives bore a "frame" or preface attesting to their authenticity and to the
sufferings described within.
Specifically in Incidents: was to "arouse the women of the North to a realizing sense of the condition of two
millions of women at teh south, still in bondage and suffering". Harriet appeals to the sentimentality of
women in the north to form a sisterhood and rise up against inequality against all women.
Purposes
- Attempted to arouse the sympathy of readers in order to promote humanitarianism.
- Emphasized traditional Christian religious ideas.
- Showed acceptance of the ideals of the dominant white society
- Emphasized the cruelty of individual slave owners.
Influences
- King James Bible
- New England sermonizing traditions
- Rhetoric and aims of abolitionist orators
- Devotional books like Pilgrim's Progress.
Reasons for Popularity
- Lurid scenes of horror and violence that served as an acceptable gratification of the popular
appetite for sensationalism.
- Religious influence: didactic content
- Interesting descriptions of life in the South
- Propaganda weapons during abolition and Civil War
Parallels with captivity narrative.
Typically, the narrator of the slave narrative
- Is abruptly brought from state of protected innocence to confrontation with the evil of slavery and
captivity
- Suffers from forced existence in an alien society
- Is unable to submit or effectively to resist
- Balances yearning for freedom against the perils of escape.
- Sees his or her condition as a symbol of the suffering condition of all the lowly and oppressed
- Grows in moral and spiritual strength as a result of suffering and torment.
2. Audience: Importance+Sentimentalism (power of sentimentalism)
Answer: A sentimental novel is a type of novel, which was popularized in the 18th century. The novel is
characterized by extreme emotion, which attempts to elicite an extreme emotional response in the reader.
A sentimental novel may leave the reader with an optimistic and positive outlook on humanity and human
nature. Jacobs modeled her narrative on the sentimental or domestic novel.
3. Authentication of Incidents
Answer: Many believed the book to have been written by its white abolitionist editor, Lydia Maria Child.
Doubts about the narrative's veracity and its true author persisted into the twentieth century, and
Incidents consequently was neglected by historians and critics alike. In 1981, however, Jean Fagan Yellin
discovered Jacobs's correspondence with Child, and with another abolitionist friend, Amy Post. The
letters, along with the rest of Yellin's research, assured the authenticity of Jacobs's narrative; and since
then Incidents has received its due critical attention.
4. Incidents and the characteristics as a modern feminist thought.
Jacobs as a slave appealing to women of the North using sentimentality and rhetoric desires equal rights
for all women by exposing the sexual exploitation of slave women and psychological degradation of their
white wives.
|
Resources on Feminism
Women's Resources: Feminist Theory Sites
Feminist.com
History of Women's Rights Movement
New York Times Topics: Feminist Movement
Feminist Majority Foundation: The Feminist Chronicles
National American Woman's Sufferage Movement
|
March
6, 2012
|
|
Students will interpret and analyze information from reference materials, media presentations, and
charts.
Students will show their understanding of KWL and apply it to the following questions on slavery:
Who were the first slaves in America?
Where did slavery existed?
When did it end?
How were slaves treated?
Who were famous slaves?
Why did slavery existed?
What caused slavery’s abolishment?
Students will interpret primary source of historical document using prior knowledge and KWL chart.
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be
more than happy to re-read passage and sit with students who may need more instructional
guidance. Students may use their notes and past handouts. Lesson contains illustrations for
visual learners.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Aim: What was it like to be a slave woman in 19th century America?
Do Now: We will complete the analysis of the power point presentation. Does the history of slavery
still impact the people of the United States today? DOK L 3. Explain
Lesson: Rhetoric; the art of.
Teacher’s mini lesson: (5 mins) What is Rhetoric?: Most of us are used to hearing the word "rhetoric"
used with an exclusively pejorative meaning. The concept of rhetoric has shifted widely during its
2500-year history. Today rhetoric is described more broadly as the art or practice of persuasion
through any symbolic system, but especially language.
Activity: Students will show their understanding of KWL Chart and apply it to the following "Want to
know" questions on slavery:
Students will interpret primary source of historical document using prior knowledge and KWL chart.
Students will work as a group to list what they know, Want to know questions are already provided,
and use the laptops to research ONLY .org, gov, and edu websites and fill in the what you've learned
column which should answer the "W" column.
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be
more than happy to re-read passage and sit with students who may need more instructional
guidance. Students may use their notes and past handouts. Lesson contains illustrations for visual
learners.
Assessment: This will be graded as classwork and turned in by individuals. Work must be presented
in a neat and organized manner, complete grammatically correct sentences, and citations (list the
website where you got the answers). Your paper must include the proper headers for this class. This
will be graded as classwork.
|
|
Know
|
Want To Know
|
Learn with citation
|
| |
Who were the first
slaves in America?
Where did slavery
existed?
When did it end?
How were slaves
treated?
Who were famous
slaves?
Why did slavery
existed?
What caused slavery’s
abolishment?
|
|
|
|
Periods: 3, 6, 7 ready chapter 4
Period 8 Chapter 6.
Food for thought when reading:
- Theme of oppression
- Quote "slavery was terrible for men, but more terrible for
women"
- Monitor the money metaphors or use of language that
refers to anything monetary or "money words".
|
March
2-5
2012
|
Students will interpret and analyze information from reference materials, media presentations, and charts.
Students will show their understanding of KWL and apply it to the following questions on slavery:
- Who were the first slaves in America?
- Where did slavery existed?
- When did it end?
- How were slaves treated?
- Who were famous slaves?
- Why did slavery existed?
- What caused slavery’s abolishment?
Students will interpret primary source of historical document using prior knowledge and KWL chart.
Accomodations: Students may use dictionaries to better comprehend vocabulary. Teacher will be more
than happy to re-read passage and sit with students who may need more instructional guidance.
Students may use their notes and past handouts. Lesson contains illustrations for visual learners.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific purpose
and audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
Aim: What does history have to do with literature?
Do Now: Have you ever read any fiction that may have historical references?
Give out Harriet Jacobs Incidents in the Life of a Slave Girl and record in Jupiter grades.
Mini Lesson: Literary Element Allusion
Allusion is a brief reference to a person, event, or place, real or ficticious, or to a work of art. Casual
reference to a famous historical or literary figure or event.
An allusion may be drawn from history, geography, literature, or religion.
How many of you have read Steinbeck’s Of Mice and Men: “watchin' that blackboard”: During this era
(Great Depression), employment agencies would post available jobs on a blackboard in front of their
offices. Prospective employees would wait in front of the offices, watching the blackboard for any new
jobs. This alludes/refers to the era of The Great Depression.
Activity I: Students will view a brief Power Point by clicking on this link.
While viewing this power point please take notes because you never know what can end up on an
assessment.
Activity I: We will view a KWL chart and images that represents history in America
|
Who was Harriet Jacobs? List 10 things you think is important to
know and cite your sources. edu, gov, org
Periods 3, 6, and 7 will read up to Chapter 3."The Slaves New
Years Day"
Period 8 will read up to and complete Chapter VII "The Lover"
|
Februa
ry 27
to 29,
2012
|
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.).
WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Aim: What issues do Native Americans still face in our society and how can you be an intercessor and
advocate for their cause or fight?
Do Now: Please be advised that any of the following work will be penalized for lateness: Respect for
Native Americans project, and One page paper on Native American situation. The SAT Vocabulary is also
due today. Please make sure you have your complete name, period, and today's date on your project
and essay.
Day II Do Now: Exchange SAT Vocabulary and peer assess.
Day III Do Now: Research the Biography of Harriet Jacobs and take notes from .gov, org, and edu ONLY.
Think about the theme of oppression on women during slavery.
Activity for Periods 3, 6, and 7: Start presentations 2-3 minutes each. Students will be presenting their
project to me in a conference.
Activity for Period 8: Two names will be selected from a hat for students to work together on peer editing.
Pairs will take turns talking about their article and paper while the other person take notes and vice versa.
Pairs will start reading the article and then make pencil edits on the essays.
Students will then look at the peer assessment/editing questions and answer them as best as they can in
a 1 page paper. This will be counted as a class participation grade which is 20% of your grade. Students
must use the 6 page rubric to also grade the essays. I will post the rubric on a wall in class for you as a
resource. Feel free to print your own to attach to the essays.
Self Reflection Journal Entry on how you did today in class: respond in one complete sentence.
|
The first marking period ends soon within 2.5 weeks. What have
you accomplished so far and what are your Goals for the next two
marking periods? Do you have to retake the ELA Regents to
score 85+ (Level 4)? What preparations are you making for SAT?
I would truly like to hear from parents on their expectations for
their child.
Period 8: Peer Editing of Essay using Rubric. Too many papers
are turned in without actual peer edits. Therefore, you the peer
reviewer are also being graded on your edits to your colleagues
paper using the rubric. Please use a pencil when editing.
Peer Editing Worksheet
A peer edit is not an itemized list of broad impressions, problems,
or compliments, but should represent a sustained and
sympathetic argumentative engagement with the text you are
reading. Editors, you should provide comments in the form of a
short essay that clearly answers all or most of the following
questions:
1. What is your own name?
2. What is the name of the papers author?
3. What is the title of the paper?
4. Did the paper satisfy the expectations raised in its title? **
5. In your own words, state what you think to be the thesis of the
paper in one or two sentences. **
6. Was this thesis expressed clearly in the paper itself?
7. Is this a strong thesis?
8. Why or why not?
9. Can you imagine an intelligent opposition to this thesis?
10. What might this be?
11. Does the author remain true to this thesis through the paper?
**
12. Were there important terms that needed stronger or clearer
definitions? **
13. If yes, what were they?
14. Did the author use quotations from the text effectively to
justify and illustrate their interpretations?
15. Did the author anticipate relevant objections to their various
claims? **
16. Name an objection that either should have been addressed or
which warranted a deeper exploration than the paper presently
provides.
17. Did the authors address of possible objections contribute to
the strength of the case the paper is making, or distract from that
case as you understood it?
18. Comment on the papers line of argument (its overall clarity,
the smoothness of its transitions and substantiations, the order in
which it developed its points, etc.). **
19. Comment on the papers prose (style, grammar, sentence
construction, punctuation, etc.).
20. What qualities did you like best about the paper? **
21. What is the single most important aspect of the paper that the
author should work on before handing it in?
Things to consider as you read the comments of your
editors:
1. What were the problems or concerns that most preoccupied
you about your paper before beginning this peer editing process?
2. Were those concerns addressed by your editors? [If not,
demand that they are.]
3. For each editor, which comments were most helpful to you?
4. Which comments would be more helpful if they were clarified or
amplified somewhat? [Ask for clarifications or examples or
suggestions on these issues.]
You should note that these are the questions which guide my own
readings of your papers, and that my marginal comments and
concluding discussion will tend to register my preoccupation with
these same questions.
**These are questions you should make a habit of asking of any
text at all that you are reading critically.
|
Februa
ry 17,
2012
|
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
Aim: How can we celebrate and show Respect for the Native Americans?
Do Now: Students will take this time to finalyze their presentations.
Turn in essays and rubric if you printed it.
Activity: Students will present their work on the treatment and respect of Native Americans.
What do you think you can do to get everyone to have RESPECT for Native Americans?
RESPECT FOR ALL PROJECT CLEARLY DEFINED AS FOLLOWS:
We are studying the plight of Native Americans in Bury My Heart At Wounded Knee, by Dee Brown
and we have collectively decided on the following:
This assignments has two parts 1 which will have a project grade of 20% and the other of 30 as a
test grade (1 page paper).
Project Grade: DUE TODAY! 2/16/2012
Students can create:
Collage (2-3 students) must have a paragraph for each image, would be great to use direct
quotes from the book
Power Point (2 students) at 6-8 slides, would be great to use direct quotes from the book.
Editorial/Newspaper (2 students) 4 pages with images and 100 words per article on Native
Americans, once again you can use direct quotes from the book.
Art: must have at least a paragraph explaining your art work
Dance: music must be about RESPECT for everyone, your dance must be symbolic about
something about Manifest Destiny, Trial of Tears...Luis is the only student "brave" enough to
do this...I can't wait to see what he comes up with.
Music: Students can play a song that is about Native Americans (you can find a song and
make it your own, but give credit where it is due)
Poem/Rap: You have to recite it or "rap it" in class so far only Randall and Dennis are doing
this.
8th period class ONLY: T'Shirts must be completed TODAY FEB.15TH. WEAR IT TO
SCHOOL. Your T'shirt must have the following: Respect For All, an image that appropriately
represents the theme, a blurb that explains your image, a FACT from .edu, .gov, .org site
and it must be labeled on your T'shirt to the back to show where you got your factual
information.
One page paper E6&E6H CLASSES: DUE FRIDAY 17TH TO MAXIMIZE ON YOUR GRADE YOU
MUST TYPE 12 pt Font, Times Roman a copy of the article must be attached to your paper.
Take your research news article about Native American situation
Knowing your topic well may require you to conduct further research.
Pretend that you are the senator for that state, mayor, governor, or local assembly men who
is charged with making the situation "right" for Native Americans.
You have to address the situation in writing to______________depending on the position
you hold. Please tell them about the situation in the introduction, then tell how (give step by
step) you intend on solving (if solvable) the problem/situation for Native Americans. You can
ask your Social Studies teacher for any advice they may have on how you can attack this
topic.
Wrap up your final assessment!
What was the audience thinking?
Share Out!
|
Complete Worksheet for SAT Prep and any other handouts that
will be due upon the first day of return
|
Februa
ry
15-16,
2012
|
Respect for All Week
Every February, the New York City Department of Education organizes “Respect for All” week, an
initiative that helps students respect their peers of different races, ethnicities, religions, gender
identities, gender expressions, and sexual orientations. These activities, actions, and discussion
guides will help your group promote respect for the LGBT community.
Common Core Standards being addressed:
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
Aim: How can we specifically show respect for Native Americans, as well as respect for each other?
Day II: What do you think you can do to get everyone to have RESPECT for Native Americans?
RESPECT FOR ALL PROJECT CLEARLY DEFINED AS FOLLOWS:
We are studying the plight of Native Americans in Bury My Heart At Wounded Knee, by Dee Brown and
we have collectively decided on the following:
This assignments has two parts 1 which will have a project grade of 20% and the other of 30 as a test
grade (1 page paper).
Project Grade: DUE TOMORROW 2/15/2012
Students can create:
- Collage (2-3 students) must have a paragraph for each image, would be great to use direct quotes
from the book
- Power Point (2 students) at 6-8 slides, would be great to use direct quotes from the book.
- Editorial/Newspaper (2 students) 4 pages with images and 100 words per article on Native
Americans, once again you can use direct quotes from the book.
- Art: must have at least a paragraph explaining your art work
- Dance: music must be about RESPECT for everyone, your dance must be symbolic about
something about Manifest Destiny, Trial of Tears...Luis is the only student "brave" enough to do
this...I can't wait to see what he comes up with.
- Music: Students can play a song that is about Native Americans (you can find a song and make it
your own, but give credit where it is due)
- Poem/Rap: You have to recite it or "rap it" in class so far only Randall and Dennis are doing this.
- 8th period class ONLY: T'Shirts must be completed TODAY FEB.15TH. WEAR IT TO SCHOOL.
Your T'shirt must have the following: Respect For All, an image that appropriately represents the
theme, a blurb that explains your image, a FACT from .edu, .gov, .org site and it must be labeled
on your T'shirt to the back to show where you got your factual information.
One page paper E6&E6H CLASSES: DUE FRIDAY 17TH TO MAXIMIZE ON YOUR GRADE YOU MUST
TYPE 12 pt Font, Times Roman a copy of the article must be attached to your paper.
- Take your research news article about Native American situation
- Knowing your topic well may require you to conduct further research.
- Pretend that you are the senator for that state, mayor, governor, or local assembly men who is
charged with making the situation "right" for Native Americans.
- You have to address the situation in writing to______________depending on the position you
hold. Please tell them about the situation in the introduction, then tell how (give step by step) you
intend on solving (if solvable) the problem/situation for Native Americans. You can ask your Social
Studies teacher for any advice they may have on how you can attack this topic.
Formative Assessment: Students are graded using a specific or same category rubric.
|
I advise students to take their work home and complete it and
bring it in on Thursday!
Start your One page Paper. Due Friday This is for ALL E6 or
E6H Classes!
|
Februa
ry 10,
13,
14,15
2012
|
Respect for All Week
Every February, the New York City Department of Education organizes “Respect for All” week, an initiative
that helps students respect their peers of different races, ethnicities, religions, gender identities, gender
expressions, and sexual orientations. These activities, actions, and discussion guides will help your group
promote respect for the LGBT community.
Aim: How can we show "respect for all"?
Do Now: Identify a time when you experienced dis-respect either through personal experience, seeing it
on TV, through the media, or in a literary or non-fiction work.
Day II: What do you think you can do to get everyone to have RESPECT for Native Americans?
Discussion Q: How can we also show respect for Native Americans?
Lesson:
First Thoughts: Exploring Stereotypes (15 minutes)
Explain that one form prejudice takes is "stereotypes." Ask, What do we mean by "stereotype"? Elicit that
a stereotype is a general statement about a group of people based on incomplete information.
Today we're going to explore stereotypes through an exercise called "First Thoughts." Have the students
work in groups of four. Each group needs a piece of chart paper and markers. In their groups the
students write the word "teenager" in the middle of the chart paper and draw a line around it. Then they
fill the paper with their first thoughts about teenagers.
Give the groups five or ten minutes to complete their "first thoughts" charts. Then give each group a
chance to share what they came up with. After all of the groups have presented, write "Teenagers" on the
chalkboard, elicit from the class the main points that have emerged from their "first thoughts," and write
them down. Your description might look something like this:
Teenagers:
- like loud music
- are addicted to junk food
- talk on the telephone a lot
- are rowdy, rude, and disrespectful
- won't let anybody tell them what to do
- are totally into themselves
Discuss: Do some teenagers fit this description? Do all teenagers fit this description? Who can describe a
teenager you know who is not like this? Is it fair to say or imply that all teenagers are like this? What
negative results could come from people having stereotypes of teenagers?
Prejudice and Discrimination:
Activity:
Use your image to either join a group and create a collage showing maltreatment of the Native Americans
and their protests. Then on the other side of a poster, you can show how Native Americans should be
respected and through what methods. Additionally, Respond to the article and how you can best help
them if you were in a position to do so.
Assessment: Students ability to listen attentively and complete all activities.
|
KEEP A GOOD DEED CATALOGUE: Journalize 10 good deed
acts that you have either done or notice the good deeds of
others. I need to see Date, Time, Place, Description of the Good
Deed, Identify the people, how is this showing RESPECT!
Day II: SAT Vobabulary Prep; Handouts.
Explain that cultural differences can enrich our lives. The foods
we enjoy from various cultures are just one of the ways we benefit
from cultures different from our own. But unfortunately cultural
differences are sometimes used as an excuse for mistreating
people. We often see this in the world around us. It is for this
reason that we are participating in Respect for All week.
Prejudice and discrimination can cause much pain. Elicit from the
students that prejudice is a negative attitude or opinion that is not
based on knowledge. Discrimination is action based on prejudice.
Ask, students to share examples of prejudice and discrimination?
Encourage them to think of examples that they have experienced
or witnessed in their own lives.
Make sure the students know the names for various kinds of
mistreatment people experience because of differences. You
might make a chart that lists target groups on the left and ask the
students for the name for systematic mistreatment of those
groups. The completed chart might look like this:
TARGET GROUP SYSTEMIC MISTREATMENT
Women/Men Sexism, Abuse
People of color Racism
Jewish people Anti-Semitism
Gay people Homophobia, Abuse
Older people Ageism, Abuse
Poor people Classism, Abuse
|
Februa
ry
9, 2012
|
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim
(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Aim: How can we evaluate our own writing by reading and editing our peer's well develop paragraph?
# 2 How can we improve our use of vocabulary through context clues and root words?
Do Now: Take 5 minutes to complete your well developed paragraph if you did not complete it in class.
Vocabulary in context Review.
Students are asked to exchange their work and peer review. Turn in Vocabulary.
Activity: Students will exchange their well developed paragraph and review each other's writing.
This tool serves multiple purposes, including:The self-edit step encourages students to evaluate specific
features of their writing, increasing self-awareness of writing conventions keeps the pen in the writer’s
hand for the initial editing phase
The peer-edit step helps build a learning community in which peers work collaboratively heightens the
awareness of various print and grammatical conventions for the peer editor and the author.
- PEER REVIEW CHECKLIST
- Is the content interesting and thoughtful?
- Is the main idea clearly stated?
- Is there enough supporting information?
- Are the supporting paragraphs relevant and well-organized?
- Are ideas connected by transitions and other linking devices?
- Is the conclusion effective?
- Are the sentences clear?
- Are sentence length and structure varied?
- Is the paper free of punctuation, spelling, and usage errors?
- Is the final version of the paper neat and legible
Peer Evaluation and Editing Writing
Reader's Name___________________________
Writer's Name___________________________
This piece of writing was:
The part I liked best was:
This piece can be improved by:
Look for:
Hook
genre of book and title of book is underlined
controlling idea is clear
punctuation: periods, question marks, commas, capital letters.
sentences: complete, have variety, paragraphs
Spelling
Has main idea, has supporting ideas with quotations, has conclusion
Organized well. last sentence wraps up or summarizes the paragraph and goes back to the controlling
idea.
Assessment: student's ability to get through each task on time. Student's ability to identify well written
paragraphs as well as paragraphs that need improvement. Student's ability to follow instructions.
|
You have until Friday to bring in a image that
you think best represents the treatment of the
Native Americans.
Also bring in a controversial article about
Native Americans in today's society. What
problems still exists, what forces and
maltreatment are they still fighting against?
SAT Vocabulary Assessment will done on
Monday not tomorrow for periods 3, 6, and 7
ONLY.
|
Februa
ry 7-8,
2012
|
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).
SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.
g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
L.11-12.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Aim: How can we illustrate our understanding of the plot of BMHAEK through imagrery.
Do Now: Review yesterday's work period questions.
Lesson: Summary of Chapter 1
Chapter 1: ‘‘Their Manners are Decorous and Praiseworthy’’
Bury My Heart at Wounded Knee begins with an overview of the relations between Native Americans and
white settlers from the late−1400s to the mid−1800s. Initially peaceful, these relations become more tense
as white emigration from Europe to the United States increases.
Bury My Heart at Wounded Knee, written by historian Dee Brown, opens by telling how
ChristopherColumbus called the Native Americans “Indios.” He proceeds to outline the history of
European andAmerican discovery and settlement of North America from 1492 to 1860, and its effect on
the Indians. In hisoutline, Brown describes the arrival of the Pilgrims in Massachusetts and how, even
though the Indians helped them survive their first winter, the Pilgrims steadily encroached on Indian land.
In 1675, the colonists defeated Wampanoag chief King Philip and his people. Brown goes on to describe
the ongoing white encroachment on Indian lands throughout the eastern part of America in the 1700s and
early 1800s. This encroachment included the defeat of the Five Nations of the Iroquois, the slow defeat of
the Miami Indians of the Ohio Valley from1795 to 1840, and the forced deportation of the Cherokees from
their tribal lands in the South to the Indian Territory west of the Missouri River.
The second part of the chapter is devoted to short sketches describing the status of diverse Indian tribes
in theWest as of 1860, with a focus on specific chiefs and warriors of the tribes. These tribes include the
Santee,Teton, and Hunkpapa branches of the Sioux nation, the Cheyennes, the Apaches, and the
Navahos. (NOTE:Brown uses the variant spelling of “Navaho” throughout the book.) At the chapter’s
close, Brown gives a briefmention of the “end of Indian freedom” in 1890 at Wounded Knee, which
provides the title of his book.
Class discussion Questions:
Why do you think it important to discuss the plight of Native Americans in a High School setting?
From what you have read: identify the images and match them to what you have read in Chapter 1. Write
a well developed paragraph creating your own theme (Good vs. Evil, The Importance of Literacy, etc. as
the controlling idea of Bury My Heart At Wounded Knee. Use supporting details from pages 1-8 of this
historical non fiction work to support your controlling idea.
Images
Rubric:
Score Point 2
• presents a well-developed paragraph
• demonstrates a basic understanding of the texts
• establishes an appropriate controlling idea
• supports the controlling idea with clear and appropriate details from both texts
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• has a controlling idea
or
• implies a controlling idea
or
• has an unclear controlling idea
AND
• supports the controlling idea with partial and/or overly general information from the texts
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/texts, or blank
• demonstrates no understanding of the task/texts
• is a personal response
Share out.
|
You have until Friday to bring in a image that
you think best represents the treatment of the
Native Americans.
Also bring in a controversial article about
Native Americans in today's society. What
problems still exists, what forces and
maltreatment are they still fighting against?
Don't forget to work on your SAT Vocabulary
handouts that is due on Thursday for review.
|
Februa
ry
6, 2012
|
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).
SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.
g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
L.11-12.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Aim: How can we understand, identify, and analyze examples of conflict resolution in an excerpt of non-
fiction?
1. Do Now: Read pages 4-6 in Bury My Heart at Wounded Knee.
2. Work Period: Answer the following questions:
1.) How do the Europeans resolve conflict with the Indians? Identify one direct quote to support your
answer and analyze how the quote supports your answer.
2.) How do the Americans resolve conflict with the Indians? Identify one direct quote to support your
answer and analyze how the quote supports your answer.
3.) How do the Indians resolve conflict with the Europeans and/or Americans? Identify one direct quote to
support your answer and analyze how the quote supports your answer.
3. Discuss/Share findings in the work period and finish yesterday's discussion, if necessary. Turn in HW:
page 5 of the Syllabus.
|
|
Due Tomorrow 2/7/2012 Complete today's classwork and
yesterday's classwork (see the work period section). Make sure
you answer each question completely, provide a direct quote
(with quotation marks and page number), analysis of the quote
and connection to the answer.
|
|
|
 |
 |
|
|
|
|
Februa
ry
3rd,
2012
|
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).
SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.
g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
L.11-12.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Instructional Objective: To allow the students to see the extent of the Native American culture in the US
and begin to understand the diversity that existed among the tribes.
DOK L1,3: Identify author's tone and draw conclusions and provide evidence from the text
Differentiation: use of laptops, images, dictionary, scaffolding and direct instructions.
Chapter 1: ‘‘Their Manners are Decorous and Praiseworthy’’
Bury My Heart at Wounded Knee begins with an overview of the relations between Native Americans and
white settlers from the late−1400s to the mid−1800s. Initially peaceful, these relations become more tense
as white emigration from Europe to the United States increases.
Aim: How can we understand and identify examples of author's tone and theme in an excerpt of non-
fiction?
1. Do Now: Confirm Contract page 5 has been turned in by all students.
Read pages 1-3 chapter 1 "Their Manners are Decorous and Praiseworthy" in Bury My Heart at
Wounded Knee.
2. Work Period: Answer the following questions:
What's the author's tone (feeling/attitude) toward the Indians? Identify one direct quote to support your
answer.
What's the author's tone (feeling/attitude) toward the Europeans? Identify one direct quote to support
your answer.
What themes (messages the author is expressing) exist in these pages? A theme can be the importance
of family.
3. Discuss/Share findings in the work period.
Assessment: Students ability to take notes, engage in class discussion, and cooperative learning.
|
Answer the Following Questions: Please cite your sources
and try NOT to use wikipedia. Use .gov, org, edu as your
sources and paraphrase your answers.
1. Who receives the credit for naming Native Americans "Indians?"
a) Andrew Jackson
b) John Cabot
c) Christopher Columbus
d) Marco Polo
2. What was manifest destiny?
3. What was the "trail of tears"?
|
Feb
1-2
2012
|
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).
SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
DOK L1: Identify characteristics of an American through the use of media and class discussions.
Differentiation: use of laptops, images, dictionary, scaffolding and direct instructions.
Aim: Why is the question What is an American and essential question?
Do Now: Complete yesterday's class activity/Read Syllabus and Policy and Procedures.
Lesson:
According to the Merriam Webster dictionary an American is:
Noun.
an American Indian of North American and South America
a native of inhabitant of North American or South America
a citizen of the United States
Adj.
of or relating to America (first used1580)
Activity:
Please make a chart and list the following on your chart: The idea is to brainstorm as many things you
can think about that makes and American an American.
Name ,course, and date
Two Columns: Left side Categories Type Why it's considered American
Food
Clothing
Drink
Culture
Religion
Education
People
What are five (5) characteristic traits of Americans and Why? Where are you getting this evidence from?
1
2
3
4
5
Let's review some of the "101 Characteristics of Americans/American Culture" take notes on the ones you
agree and disagree with for further class discussions.
Assessment: Students engagement in class discussion, cooperative learning, and performance on note
taking.
|
DUE TOMORROW, FRIDAY, FEBRUARY 3rd:
Page 5 of the Junior English Syllabus (make sure you and
your parent/guardian fill out the necessary information).
Activity: Read the Syllabus and Policy and Procedures
Print the last page, fill in all the blanks and turn it in on Friday 3rd.
|
January
31,
2012
|
Aim: What is E6 Course Outline and Overview?
Do Now: What can I expect from you this semester? What do you expect of yourself? What are your
parents' expectations of yourself?
Activity: Read the Syllabus and Policy and Procedures
3. Self-Assessment:
Write your answer to each question below in descriptive detail. You may want to include specific examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced your
school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself?
5.) What skills do you want to improve or acquire in English and other subjects before high school
graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most
interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this would be
appropriate to share with me, your teacher, and your classmates.
|
Browse around mshyde.net and get familiar.
|
1/19/20
12
|
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.11-12.2. Determine two or more themes or 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
produce a complex account; provide an objective summary of the text.
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).
W.11-12.9. Write a critical analysis essay and draw evidence from two literary texts to support
analysis of critical lens/quote.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
E5 students have approximately two weeks before the English Language Arts Regents
Exam on January 24th. Click on this link for the entire schedule of exams.
Agenda: Today we will refresh our memory and review an entire exam. Please come to class on time.
Aim:What skills have we acquired to perform well on the ELA Regents Exam January 24th?
Do Now: Recall all the components of the ELA Regents Exam
1 Listen to a passage, take notes, answer 8 MCQ
2 Read passage A and answer 6 MCQ
3 Read Informational Text passage B and answer 6 MCQ
4 Read TWO passages and answer 5 MCQ
5 Write Short Response/Well Developed Paragraph #26
6 Write Short Response/ Well Developed Paragraph #27
7 The "biggy" Write 4-5 paragraph Critical Lens Essay
Let's Review:
We will look at a past exam and will open up the floor for any questions students may have about "how
to?"
|
January 24th! mark the date!
Take time to review and practice your writing.
Helpful Links or Downloads:
Critical Lens Template
Critical Lens Rubric
Conversion Chart
All Archived ELA EXAMS AND OTHER EXAMS
|
1/12/20
12
to
1/10/20
12
and
1/18/12
|
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.11-12.2. Determine two or more themes or 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 produce a complex
account; provide an objective summary of the text.
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).
W.11-12.9. Write a critical analysis essay and draw evidence from two literary texts to support analysis of
critical lens/quote.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
E5 students have approximately two weeks before the English Language Arts Regents Exam
on January 24th. Click on this link for the entire schedule of exams.
Aim: What are the criteria for writing the ELA REGENTS CRITICAL LENS ESSAY?
Do Now: Students will read an essay that scored a 5-6 and identify the format for writing the essay.
"The Ultimate measure of a man....is where he stands in times of challenge and controversy? MLK Jr.
This essay scored 5B. The first paragraph is from the essay that scored 6A.
How is the first paragraph written and what did the writer include? RAIN, TAG etc.
How are the paragraphs formatted and is there a pattern?
1/11/2012
Do Now: We have READ, and ANALYZED three to four CRITICAL LENS essays that received a high
score (5-6). We also identified "smart writing" that writers used in their essays such as "the story is set in
Maycomb" "the protagonist John Proctor faced a challenging moment, but ultimately confessed to a crime
he did not comit to save his wife", The novella The Pearl was set in mid 1940s and the protagonist's wife
Juana had inner struggles with their new found treasure"..This was done to give you an idea on the
criteria for writing your critical lens essay. Students also identified that they can write 4 well constructed
paragraphs and still get a high score, but you have to be very savvy with the writing and include all the
"perks" criteria for writing.
Today, we would look at past quotes and try to figure out what literary elements we would use and I would
like for you to pick a quote and write a critical lens essay.
Exit: Write a paragraph to your parent/guardian telling them how you will format your own critilcal lens
essay to get a score of 6.
|
Here is a download of ALL THE PAST YEARS CRITICAL LENS
AND SOME OF THE INTERPRETATIONS OF RECENT YEARS.
Please help yourself and review the lens and see how many you
can interpret.
|
12/22/2
011
|
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge
of the topic.
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.11-12.2. Determine two or more themes or 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 produce a complex
account; provide an objective summary of the text.
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).
Aim: How can we show mastery of writing a well developed paragraph?
Do Now: Read both passages (do not write on the handouts), then answer the multiple choice questions.
After you have completed the multiple choice questions on a separate page, then write a short response
(well developed paragraph) on the controlling idea about the power of reading.
Short-Response Questions
Directions (26–27): Write your response to question 26 on page 1 of your essay booklet and question 27
on page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I
(poem) and Passage II (historical account) to establish a controlling idea
About the power of reading. Develop your controlling idea using specific examples and
details from both Passage I and Passage II.
Example: (hook) Reading can have such a powerful impact on a person, some even life changing. Both
passages establish teh controlling idea of the power of reading.
27 Choose a specific literary element (e.g., theme, characterization, structure, point
of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,
etc.) used by ONLY one of the authors. Using specific details from either Passage I (poem) or Passage II
(memoir), in a well-developed paragraph, show
how the author uses that element or technique to develop the passage.
Formative Assessment Rubrics:
Question 26
(used for 2-credit responses that refer to two texts)
Score Point 2
• presents a well-developed paragraph
• demonstrates a basic understanding of the texts
• establishes an appropriate controlling idea
• supports the controlling idea with clear and appropriate details from both texts
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• has a controlling idea
or
• implies a controlling idea
or
• has an unclear controlling idea
AND
• supports the controlling idea with partial and/or overly general information from the texts
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/texts, or blank
• demonstrates no understanding of the task/texts
• is a personal response
Directions (26–27): Write your response to question 26 on page 1 of your essay booklet and question 27
on page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I
(the memoir excerpt) and Passage II (the poem) to establish a controlling idea
about __________________________________. Develop your controlling idea using specific examples
and details from both Passage I and Passage II.
27 Choose a specific literary element (e.g., theme, characterization, structure, point
of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,
etc.) used by one of the authors. Using specific details from either Passage I (the
memoir excerpt) or Passage II (the poem), in a well-developed paragraph, show
how the author uses that element or technique to develop the passage.
Question 27
(used for 2-credit responses that refer only to one text)
Score Point 2
• presents a well-developed paragraph
• provides an appropriate explanation of the literary element or technique chosen
• supports the explanation with clear and appropriate evidence from the text
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• provides an explanation of the literary element or technique
or
• implies an explanation of the literary element or technique
or
• has an unclear explanation of the literary element or technique
AND
• supports the explanation with partial and/or overly general information from the text
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/text, or blank
• demonstrates no understanding of the task/text
• is a personal response
Note: Since the question specifies choosing one of the authors, if the student responds using both
passages, score the portion of the response that would give the student the higher score.
|
What literary elements can you identify in the poem? Quote the
line numbers for quick reference. CLICK HERE TO GET THE
EXAM AND COMPLETE THE SECOND WELL DEVELOPED AT
HOME AND BRING TOMORROW.
PLEASE COME TO CLASS TOMORROW TO PICK UP YOUR
ASSIGNMENT THAT YOU MUST COMPLETE OVER THE
HOLIDAY BREAK AND RETURN IT TO M E ON THE FIRST DAY
OF RETURN jAN. 3RD, 2012
|
12/21/1
1
TEST
TODAY
!
|
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
Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Aim: What are the criteria for achieving a score of 6 on the critical lens essay?
Do Now: Students will prepare to take a formative 20 minutes exam on Fences.
Micellaneous: Please return all Fences in return for your second Reading that you will need to complete
over the break. Sorry, but I have to give you an assignment because it is very close to the ELA Regents
and we have very little time before we do another exam in class.
Activity Period 5: If we have time we will peer review each other's critical lens essays according to the
rubric criteria.
Activity Period 6: Teacher will distribute the critical lens essay and we will conduct peer reviews of the
critical lens essays.
Critical Lens Rubric I only included scores ranging from 2 to 6. Work in peers, read the critical lens
essay, did the student use the
"right" format? RAIN/RIAN+TAG.in the introduction
Discuss and analyze work 1 in Body II
Discuss and analyze work 2 in Body III
Discuss theme or anything specific to the plot Body III
Conclude with a very strong paragraph.
Please provide warm and cool feeback on the student's paper.
Assessment:
Students will use the rubric handouts/online version to conduct their peer share critical lens essay.
|
|
no hw....:-)
|
|
|
|
VISUAL LEARNERS
Procedures/Activities 4 PARTS OF A PARAGRAPH
1. Ask: “What does the word ‘paragraph’ mean to you?”
Write student responses on board.
2. Say: “In third grade we learn how to write good
paragraphs, but before we can write a paragraph, we need to
know the parts of a paragraph.”
3. Say: “The topic sentence of a paragraph tells the
reader the main idea. On the stoplight, the topic sentence is
green because green means go. When you write a topic
sentence, you have to be sure to give the reader a clear
idea of what you’re going to write about. The topic
sentence gets the reader interested to read further.”
4. Say: “The next part of a paragraph is the information
you want to give the reader. They are the yellow on the
stoplight because you should ‘slow down’ and give a
reason, detail, or fact. Yellows are easy to spot because
they start with a transition word. Transition words are
words like first, second, third, or first, next, last. When a
sentence starts with one of these words, you know a new idea
is coming.”
Say: “Next are the sentences that make a paragraph
interesting. The ‘reds’ are the explanations and examples
you write to follow up a yellow. The reds give more
information about the yellows. Reds are not necessary,
but they make your paragraph more interesting.”
5. Say: “The last part of a paragraph is the conclusion
sentence. Why do you think conclusions are green?”
(because they go back and restate the topic sentence).
“The conclusion is where you go back and tell your reader the
main idea of your paragraph again. It should restate your topic
sentence, but it should not be exactly the same.”
|
|
|
12/20/2
011
|
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
Aim:How can we determing the main idea and details of August Wilson's Fences?
Do Now DOK Recall take one of the pink sheet and answer the True/False questions: Listen to
the questions and answer True or False on a sheet of paper.
____After Troy's affair, Rose finds solace in the church.
____The family gathers for Troy's funeral ten years after Raynell is born.
____After Troy's death, Rose tells Cory he is just like his father.
____Rose tells Cory that her first mistake in her marriage was in not laying down some rules about other
women.
____Gabe believes his role when Troy dies is to tell St. Peter to open heaven's gates for Troy to enter.
Mini Lesson: DOK Recall
Tone and Mood
Questions pertaining to identifying the main ideas and details in Fences. We are going to play
"hot potato". A potato will be passed around and whenever I say stop, whomever has the hot
potato has to answer one of the following questions.
- According to Richard's introduction, Troy Maxon's destiny is shaped by a father who...
- Troy and Bono have a Friday night ritual of...
- When Bono first confronts Troy about Alberta, Troy...
- Troy Thinks the only reason Lyons comes to visit him is...
- According to Troy, he battled Death...
- Troy agrees to compromise with Cory about...
- Troy disagrees with Cory's assertion that...
- Troy's father left him a dual legacy of...
- Troy spent 15 years in prison for/because...
- Bono tells Troy that Rose wants a fence...
- Troy reveals his affair to Rose...
- Troy justifies his affair with Alberta by telling Rose that...
- Cory reaches "strike two" with Troy when he...
- Troy contradicts his own words when he...
- After Alberta dies, Troy tells Death...
- Cory's final confrontation with Troy ends...
- Cory changes his mind about going to the funeral because/after..
Share out.
Assessment:
Students ability to have a little fun with game play on identifying main ideas and details.
Students ability to take responsibility for the assignment and task and answer the questions.
|
E5-all classes Complete Tone and Mood handout link in the mini
lesson for homework and bring to school tomorrow. Please return
all Fences tomorrow.
|
12/19/2
011
|
CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
Aim: Using baseball as a metaphor: How do people strike out?
Aim period 6: How can we concisely narrate the plot of Fences in a presentation?
Do Now Period 5: Explain Troy's view of responsibility vs. love (POV skill assessment). Ms. Litman’s
making inferences.
Period 6: Turn in Plot Structure project of Fences and let’s do a mini presentation of our work using the
Rubric (handout)
Mini Lesson:
Point of View
The point of view in a work of literature is determined by the narrator, that is, the person telling the story.
This narrator may be the author or a character in the story, book, play, or poem
First Person: If the narrator is a character in the story, this is first person point of view.One way to
recognize this is the use of the pronoun “I” by the narrator.
This is similar to hearing a person tell you about what happened to them personally, or what they saw
happen first hand.
What are some other pronouns that can be used to show first person point of view? me, we, us, our,
myself
Third Person:
If the author or narrator is telling the story, this is known as third person point of view.
What are some pronouns that will show third person point of view?
he, she, they, them
There are two types of third person points of view.
Limited
Omniscient
If the author relates the events of the story from the perspective of only one character, this is known as
third person limited point of view. The reader can see into the mind of only one
person.
Thoughts of 1 character= limited
If the author relates the events of the story from the perspective of several characters, this is known as
third person omniscient point of view. The reader is privy to the thoughts of several, or
even all, of the characters.
Thoughts of several/all characters= omniscient
Activity 2: By now students would have already completed the Play in period 6. Please get into groups of
5 and select scenes and act them out WITHOUT USING ANY WORDS, and the
audience will guess the scenes.
Actors has to give detail information about the scene when acting.
You can illustrate scenes that best represent the following themes:
Family struggles, or relationships
Death
Coming of Age
Dream Deferred will come back to haunt you
Like Father like son
Hard work and talent lead to success
Love can repare all wounds
|
Parents please make sure your children are reading at home.
They need to complete Reading Fences as of Today.
|
12/16/2
011
|
MY HUMBLE APOLOGIES FOR BEING OUT TODAY..HYDE SICK.
|
|
12/15/2
011
|
CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
Aim: How well do we know the plot of Fences?
Do Now: Explain Troy's view of responsibility vs. love (POV skill assessment)
Mini Lesson:
Point of View
The point of view in a work of literature is determined by the narrator, that is, the person telling the story.
This narrator may be the author or a character in the story, book, play, or poem
First Person: If the narrator is a character in the story, this is first person point of view.
One way to recognize this is the use of the pronoun “I” by the narrator.
This is similar to hearing a person tell you about what happened to them personally, or what they saw
happen first hand.
What are some other pronouns that can be used to show first person point of view?
me, we, us, our, myself
Third Person:
If the author or narrator is telling the story, this is known as third person point of view.
What are some pronouns that will show third person point of view?
he, she, they, them
There are two types of third person points of view.
Limited
Omniscient
If the author relates the events of the story from the perspective of only one character, this is known as
third person limited point of view. The reader can see into the mind of only one person.
Thoughts of 1 character= limited
If the author relates the events of the story from the perspective of several characters, this is known as
third person omniscient point of view. The reader is privy to the thoughts of several, or even all, of the
characters.
Thoughts of several/all characters= omniscient
Activity: By now students would have already completed the Play in period 6. Please get into groups of 5
and select scenes and act them out WITHOUT USING ANY WORDS, and the audience will guess the
scenes.
Actors has to give detail information about the scene when acting.
You can illustrate scenes that best represent the following themes:
Family struggles, or relationships
Death
Coming of Age
Dream Deferred will come back to haunt you
Like Father like son
Hard work and talent lead to success
Love can repare all wounds
|
Please complete the play there will be quiz SOON
|
12/12-1
4/2011
|
|
CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
Aim: What connections can we make between Fences and our own experiences in life?
Do Now: What do you know about baseball?
How many innings?____________
How many players on the field?_________
Different positions played on the field?_________
Name some plays for example: stealing base,_____________________________
Activity 1: Read Aloud
Period 5 credit awarded: Kevin, Clarissa, Mariano, Ezekiel, Edwin, Gabriel, Roman
Volunteers for period 6: Karl, Sharon, JiYoung, Jasmine, Adam, Angelos
I would like to especially thank Kevin from 5th and Karl from 6th periods for playing such an
important role in Troy. You two really nailed the character. Plus you read well.
Activity II:
Why Should I Care?
Although Fences focuses on the African-American experience in its portrayal of a black family
struggling to get by in 1950s Pittsburgh, the appeal of the play is universal. The conflict at the
center of the play is one that could take place in any family.
Most of us know what it's like to live in the shadow of our parents. Troy Maxson, the main
character of Fences, struggles to be a father with nothing to go on but the harsh example set by
his own father. We also see Troy's son, Cory, coming of age under Troy's reign. The play shows
that no matter how old you are, you're constantly measuring yourself against the example set by
your parents. We're pretty sure most people know what this feels like. Even if your family was
nothing like the Maxsons, you can probably connect with this basic human struggle.
Origins of Troy Maxon:
According to Joseph Kelly, editor of The Seagull Reader: Plays, Troy Maxon is loosely based
upon August Wilson's step-father, David Bedford. The following can be said about both men:
http://plays.about.com/od/plays/a/fences.htm
- Talented, young athletes.
- Unable to attend college.
- Turned to crime for income.
- Killed a man.
- Spent decades in prison.
- Married / settled down to a new life after prison term.
- Write in one WELL DEVELOPED paragraph how you can connect to the plot, conflicts or
struggles.Therefore, you can use the same format for writing the ELA Regents Well
Developed paragraph using the theme of family struggle. Remember you have to use
Fences as a text, but more importantly your own life story. Open Book, open life.
Assessment:
Student's ability to focus and be organized
Student completes each task with the time
Student is an active participant
Student writes a well developed paragrah connecting their own experioence to that of the
characters in Fences.
Conventions for writing counts.
|
|
|
PERIOD 6 ONLY DUE FRIDAY! PLOT PYRAMID ON FENCES ON
CHART PAPER WITH IMAGES THAT REPRESENTS ALL THE
MAJOR ELEMENTS OF THE PLOT OF THE PLAY. DUE FRIDAY.
THIS WILL BE COUNTED AS A PROJECT GRADE DUE NEXT
WEEK MONDAY. EACH ELEMENT OF PLOT MUST HAVE AT
LEAST 3 SENTENCES DESCRIBING THE ELEMENT:
EXPOSITION, RISING ACTION, CLIMAX, FALLING ACTION,
RESOLUTION.
CHARACTERS: TROY, ROSE, CORY, RAYNELL, GABRIEL
CONFLICT(S) IDENTIFY THE CHARACTERS AND NARRATE THE
CONFLICT
POINT OF VIEW
SETTING (TIME AND PLACE)
THEME: PRODUCE YOUR OWN
PERIOD 5 STUDENTS CAN DO THIS FOR EXTRA CREDIT BUT
IT MUST BE UP TO STANDARD AND FOLLOW ALL
DIRECTIONS. STUDENTS WHO WANT TO DO THIS FOR
EXTRA CREDIT MUST SEE ME FOR APPROVAL.
dictionary.com
base·ball [beys-bawl] Show IPA
noun
1.
a game of ball between two nine-player teams played usually for
nine innings on a field that has as a focal point a diamond-
shaped infield with a home plate and three other bases, 90 feet
(27 meters) apart, forming a circuit that must be completed by a
base runner in order to score, the central offensive action
entailing hitting of a pitched ball with a wooden or metal bat and
running of the bases, the winner being the team scoring the most
runs.
2.
the ball used in this game, being a sphere approximately 3
inches (7 cm) in diameter with a twine-covered center of cork
covered by stitched horsehide.
3.
Cards . a variety of five-card or seven-card stud poker in which
nines and threes are wild and in which threes and fours dealt face
up gain the player either penalties or privileges.
Origin:
1795–1805; base1 + ball1
|
12/02/2
011
|
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
W.11-12.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
Aim: What are some of the major ideas presented in August Wilson's Fences?
Do Now: List two ways that a physical fence is symbolic
1
2
Activity:
Short Answers:
- How do Troy and Cory reach a compromise over buying a TV?
- Identify two problems Bono and Lyons believe Troy may encounter in pursuing his promotion to
truck driver.
- What effect does Bono's fatherless childhood have on him?
- How many years did Troy spend in prison, and for what reason was he there?
- What are the "walking blues"
True or False
- Troy believes Cory's job is more important than football
- Troy tells Cory he provides for him because it is his responsibility, but he doesn't have to love him.
- Troy tells Rose he hopes Cory will grow up to be just like him.
- Troy regrets not having a chance to know his father better.
- Cory believes Troy thwarts his chance to play football because he is afraid Cory will be better at
sports than he was.
Activity:
Write a well developed about a fence in your life. Sketch an image of a metaphorical fence in your life.
|
Take Home Assessment on Fences i.e. providing I can get copies
for you.
I want students to bring in an image and explain why it is a
metaphorical or symbolic fence in society, life, world at large.
no late work will be accepted this marking period without a parent
note if absent.
|
1130/2
011 to
12/01/2
011
|
An email was sent to parents and students about the Acuity test on Wednesday and Thursday.
|
Bring in Fences for Review
|
11/17-1
1/23/11
|
CCS:
R.11.1: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.
R.11.2: Determine two or more themes or 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 produce a complex account; provide an objective summary of
the text.
R.11.4: 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. (Include Shakespeare
as well as other authors).
W. 11.4Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Aim: How can we illustrate theory through practice of writing and selecting the best answers?
Do Now: Please review the readings of the exam you did yesterday. Remember do not write on the exam.
Activity: Complete or continue to write #26 (referring to both passages controlling idea), and #27
identifying and illustrating how the author uses a literary element or technique to develop the plot.
Activity 2: Peer review and assessment. Here are Questions #26 and #27 Rubrics
Share out:
What did you learn today about writing the well develop paragraphs?
Day II: We will proceed with peer editing and review using the ELA Regents Rubric.
Activity: The Critical Lens Essay (I will give this in class)
Writing your introduction:
State the quote
Next sentence is the interpretation of the quote. What does it mean in your own words?
CANNOT use I, you, we, me, my. Instead use they, readers, people - Example: This quote means that
people…
Is the quote true or not/mention the book titles you will use. This quote is true in the books ________ and
__________ because.../ Readers think this quote is true in the books ______ and ____ because...
Thesis – the main focus of your essay
Both (title of literary work 1)by (author of literary work 1)and (title of literary work 2)by (author of
literary work 2)support the idea that some things worth having cannot be gained without sacrifice.
Mention the literary terms (theme) that support the quote in the chosen books. Example: Irony, conflict,
theme, motivation and setting support the quote. The author uses irony, conflict and setting to show how
this quote is true.
Day III
Aim: How can we write an effective introductory paragraph for the Critical Lens Essay?
Do Now: Use the template as a guide to only write your introduction paragraph using RAIN (Restate the
quote, agree/disagree with the quote, interpret the quote, name two literary works using TAG (title,
author, and genre) and what 2-3 literary elements are most pertinent in these works to best help suppport
your quote.
Day IV Do Now: Review the handout of the outline of a critical lens essay. Then start writing your critical
lens essay:
Introduction: RAIN, then 2 TAGs with literary elements that relates to the quote
Body I: Discuss one work and show how this book, character, conflict etc. relates to the quote
Discuss how the author uses a specific literary element that you can use to relate to the
Quote
Body 2: Discuss the second work and show how this book, character, conflict etc. relates to the
quote..
Discuss how the author uses a specivif literary element that you can use to relate
to the quote.
Body 3: Compare and contrast both books using a specific element that can unite (theme) the quote
using both books.
Conclusion: Phew!
Here are sample PPT outlines for you to use as a guide.
Sample 1
Sample 2
Writing Template for you to follow when writing the actual exam.
|
Complete reading August Wilson's Fences.
http://www.scriptfrenzy.org/howtoformatastageplay
PLEASE DOWNLOAD, PRINT, AND COMPLETE THE HANDOUT
ATTACHED TO THIS LINK AND RETURN TO SCHOOL ON
MONDAY 21st. THIS WILL BE GRADED AS A QUIZ.
|
11/15-1
6/2011
|
Objectives (Students will):
Comprehend the English Regents Examination Critical Lens structural format for writing.
Identify the components written in a sample essay.
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.
Reading and writing for critical analysis, as assessed by:
- a written response to two works of literature read in class
Aim: What are the requirements for writing the ELA Regents Critical Lens Essay?
Do Now: In your notebooks draft a brief/informat outline of a basic five paragraph essay
Mini Lesson: Critical Lens Breakdown
Steps to writing the critical lens and format:
Resources: Here you are expected to be versed on two works of literature (novels, poems, novellas,
plays, autobiographies
etc) and use them to support the critical lens/quote
Analyze the Critical Lens/Quote. Do I agree or disagree with this quote? Reminder, it is always easier to
agree.
Analyze the Critical Lens/Quote: Then ask yourself what two works you know will be perfect to use to
support the critical lens
Analyze the Critical Lens/Quote: Also ask yourself what literary techniques or elements would be
appropriate to use to support
the quote. For example if you were given the following critical lens:
“The ultimate measure of a man is not where he stands in
moments of comfort and convenience, but where he
stands at times of challenge and controversy.”
—Martin Luther King, Jr.
Strength to Love, 1963
Then following literary elements/techniques that I can use to show how either the author uses these
elements to develop the plot
while supporting the lens are: characterization and conflict (internal/external).
Here is an example of my annotation of a Critical Lens introduction:
Introduction:
Guided Practice for DI: I do you watch, then you do
Bernadette Devlin once said, “To gain that which is worth having, it may be necessary to lose everything
else.” This quotation means that it is sometimes necessary to give up what we have in order to attain
something greater. I agree with this quotation, as it holds true in life and in literature. Both (title of literary
work 1 and genre) by (author of literary work 1)and (title of literary work 2 and genre) by (author of
literary work 2)support the idea that some things worth having cannot be gained without sacrifice as
shown by the characters______and _____.
OR, you can simply say, Both authors use (literary elements/techniques of______) to show how specific
characters (you can mention their names) actions support the idea that some things worth having cannot
be gained without sacrifice.
My annotation/deconstruction of the above introductory critical lens paragraph.
Student restates the critical lens: Bernadette Devlin once said, “To gain that which is worth having, it may
be necessary to lose
everything else…
Student interprets the critical lens: This quotation means that it is sometimes necessary to give up what
we have in order to attain something greater…GUESS WHAT? THIS BECOMES YOUR THESIS!!! that you
will prove and provide supporting details to in the body paragraphs.
Student agrees with critical lens and gives an brief explanation as to why s/he agrees with the critical lens:
I agree with this quotation, as it holds true in life and in literature.
Student identifies two works of literature and identifies specific literary elements/techniques with brief
explanation…this is the concluding sentence in your introductory paragraph.
Procedure for Cooperative Learning:
Students will pair up and complete the following tasks:
click on the following link and identify the parts of the essay: introduction, body paragraphs, conclusion
Hook (if any)
TAGE/T--title of literary works, authors, genres, elements/techniques used to support the lens
Specific literary elements/techniques used in the essay
Topic sentences
Concluding sentences
Supporting details
Transitions
Identify where the student rewrites the thesis differently in the conclusion.
Students can print their annotations in classroom printer. Or, if this activity isn't available electronically,
then students will have printed copies and can use markers to identify the components of the sample
critical lens essay.
The following is an example of a critical lens essay, which gained a high score on the NYS Regents Exam
Note: This is an actual essay, which contains flaws, but scored 5.
Critical Lens: “Literature opens a dark window on the soul, revealing more about what is bad in human
nature than what is good.” (NOTE: no author is mentioned)
A) An anonymous writer once said “literature opens a dark window on the soul, revealing more
about what is bad in human nature than what is good.” B) This statement suggests that literature
shows more about the bad aspects of people than the good. C) This critical lens is invalid because
literature shows good and bad sides of human nature about equally, both in terms of people’s personal
qualities and in terms of their actions. D) To Kill a Mockingbird, by Harper Lee, and Of Mice and Men, by
John Steinbeck, are two novels that illustrate this balance of good and bad.
E) The characters of To Kill a Mockingbird represent a wide range of human nature. 1) For
Example, Atticus Finch is a character with very positive qualities. He is a model of courage and integrity,
someone willing to a take a stand for what he believes in. 2) By contrast, Bob Ewell is evil and violent. He
has many of the worst qualities of human nature. * Furthermore, most of the other people of Maycomb,
Alabama, where the story takes place, show attitudes of bigotry, prejudice, and racism.(Transition)
The plot of To Kill a Mockingbird similarly shows both good and bad through people’s actions. 3) On the
negative side, people cruelly and unjustly accuse Tom Robinson of rape because he is black. 4) Bob
Ewell curses Atticus and spits in his face. However, many positive events occur, too. 5) For instance,
Atticus risks his own safety to confront a lynch mob outside the jail. And the neighbor, Boo Radley, comes
out of hiding to save Atticus’s children when Bob Ewell attacks them. * Such heroic actions suggest the
basic decency of human nature.
The characters of Of Mice and Men also show people’s good traits as well as their bad. In the
relationship between George and Lennie, there are positive qualities of human nature, such as
friendship, loyalty, and trust. But Curley, a mean troublemaker, shows just how unpleasant people can be.
The plot of Of Mice and Men shows how good or bad people can be in their actions. George protects
Lennie and takes care of him. At the end, George has to shoot his friend to save him from a worst fate.
Meanwhile, Curley is a bully. It’s he who wants to
shoot Lennie down after Lennie accidentally kills Curley’s wife. It’s interesting that George shoots Lennie
out of friendship, while Curley wanted to shoot him for revenge. These two motives in themselves suggest
the range of human nature.
Books such as To Kill a Mockingbird and Of Mice and Men show the interaction between positive and
negative aspects of human nature. Rather than emphasize the bad, they present a more or less balanced
view of people’s good and bad qualities and actions
Share out!
Answer the aim question in on a sheet of paper and submit what you learned and if you still need
clarification about the critical lens essay. Turn it in!
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
•Varying academic levels: uses individual writing time to allow students to progress at their own ability level
•Visual learners: incorporates graphic organizers to help structure an essay, uses color coding to identify
paragraph structure
•Auditory learners: encourages large-group discussion to create a class outline
Day II we will start another ELA Regents test.
|
Study the following: When it comes to write a critical lens
essay; then your keen focus on the literary works become
mandatory. In critical lens essays, analyzing the perspective
statement in-depth helps you to deliver the valid interpretation of
the statement. If you are able to interpret your critical lens
statement effectively; then you would also be able to support your
agree or disagree opinion about the statement by referring to
literary elements.
Here are the 13 literary elements that you should
profoundly focus on while writing a critical lens essay:
Characterization: Whether author implements a character
directly or indirectly.
Conflict: The confrontation between the opposing forces like
Hero vs Villain.
Figurative Language: Using the simile, metaphor, alliteration,
personification and hyperbole in the right
place at the right time.
Flashback: A scene that reflects the past event at present.
Foreshadowing: Hints or clues suggesting the events that may
happen next.
Imagery: Use of sensory language to visualize an imaginary
character.
Irony: Contradict – What was expected to happen and what
happened.
Plot: The sequence of events in the literary work.
Point of View: The perspective of the narrative.
Setting: The time and place where the action was performed in
literary work.
Symbolism: Anything that stands for something in the literary
work.
Theme: The central idea behind the literary work.
Tone: Attitude of author towards the
audience or subject.
Once you have a full grip over the preceding elements;
then there is no way you can’t write an impressive critical
lens essay
|
11/11/2
011
|
School Closed So Sorry have to wait three long days before I can see my classes. ;-(
|
|
11/10-1
4/2011
Ms.
Litman:
thanks
for
your
suppor
t!
|
R.11.1: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.
R.11.2: Determine two or more themes or 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 produce a complex account; provide an objective summary of
the text.
R.11.4: 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. (Include Shakespeare
as well as other authors).
Skills:
Read and follow habits of a good reader
Process of elimination to select best answer
Determine main ideas, best supporting details, vocabulary in context
Identify writer's craft
Aim: How can we identify and develop controlling ideas, make inferences, provide supporting details, and
determine vocabulary in context?
Do Now: Recall and illustrate in your notebooks the graphic organizer we use when we compare and
contrast?
Mini Lesson:
Recipe/Format for an Illustration Paragraph:
a). Write one topic sentence that provides the element or object that you will be writing about. In this
sentence, you should tell if you like or dislike your topic and have three reasons why.
b). In one sentence, explain your first reason. Your explanation should explain why you feel the way you
do.
c). Give one specific example that will illustrate your first explanation.
d). Be sure to explain your second reason in one sentence and start with a transitional phrase.
e). Provide a clear and specific example that supports your second explanation. Your example should be
no more than two sentences.
f). Using another transitional phrase, write one sentence that explains your third reason.
g). Write about two sentences that give an illustrative example of your third reason.
h). Seal off your entire paragraph with one closing sentence.
Activity 1: Multiple Choice Questions last 6 questions for period 5
Let's take another look at the two passages we read yesterday and see if we can figure out
the theme/controlling idea for both.
Sample essay that scored a 2
Sample essay that scored a 1
Review: What do you feel we need to do in class to better help you?
|
Continue Reading Act III of August Wilson's Fences
You can go online to youtube and watch clips from the Broadway
Play with Denzel Washington and Viola Davis. I saw this play last
year.
Read the excerpt "The Scholarship Jacket", by Marta Salinas,
complete the questions and bring to school on Monday 14th.
Continue reading Fences and I will catch up with class discussion
questions, and Quizzes etc. Yes! it is coming. Some of you need
to enhance your reading library for the critical lens essay.
What have we've read so far (Inventory)
Short Stories
"The Scarlet Ibis" James Hurst
"Hills Like White Elephants" Ernest Hemmingway
"The Travelers"
Informational Texts/Autobiographies
Excerpts: Harriet Jacobs "Preface" from Incidents
"Letter to Rev. Dr. Occum" Phyllis Wheatley
Patrick Henry's speech in the Virginia Convention
"The Minister's Black Veil" Nathaniel Hawthorne
Drama/Play
Fences, August Wilson
|
11/09/2
011
|
Today E5 Period 5 will complete Part 2 of the ELA Regents
Common Core Objectives:
R.11.1: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.
R.11.2: Determine two or more themes or 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 produce a complex account; provide an objective summary of
the text.
R.11.4: 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. (Include Shakespeare
as well as other authors.)
Aim: How can we become better readers?
Do Now: Recall and list three things good readers do
1
2
3
Activity 1: Read the passage, annotate as you read, and answer the 6 multiple choice questions.
Activity 2 (only if time permits) Read the passages, annotate as you read, and anwer the multiple choice
questions.
Closing: Where are you currently on the conversion chart?
What do you feel we need to do in class to better help you?
Formative Assessment based on Summative State Assessment.
6 correct= Level 4
5 correct= Level 3
4 correct= Level 2
1-3 correct =Level 1 and below
|
Continue Reading Act II of August Wilson's Fences
You can go online to youtube and watch clips from the Broadway
Play with Denzel Washington and Viola Davis. I saw this play last
year.
Look up the following Poem literary devices: know how to
identify them
stanza
sonnet
elegy
free verse
dramatic monologue
Some of you are probably finding the vernacular a bit off. For
example what does it mean "you got to take the crooked with the
straights?"
Yes! the "N" word is used very oftern in this play.
|
11/08/2
011
|
no classes today!
|
Continue Reading Act II of August Wilson's Fences
|
11/7/20
11
|
PLEASE BE ADVISED THIS IS A SHORT WEEK
Monday - class
Tuesday - no class
Wednesday - class
Thursday - class
Friday - no school
Here is a breakdown of the ELA Regents Exam:
The examination has four parts.
- Part 1 tests listening skills; you are to answer all eight multiple-choice questions.
- Part 2, you are to answer all twelve multiple-choice questions.
- Part 3, you are to answer all five multiple-choice questions and the two short
constructed-response questions.
- Part 4, you are to write one essay response.
When you have completed the examination, you must sign the statement printed at the end of
the answer sheet, indicating that you had no unlawful knowledge of the questions or answers
prior to the examination and that you have neither given nor received assistance in answering
any of the questions during the examination. Your answer sheet cannot be accepted if you fail
to sign this declaration.
Differentiation: Read Aloud and projecting symbolic images. (Visual learners)
Aim: How are my ELA Regents scores converted?
Do Now (DOK): Let's take a look at the conversion chart to calculate your final score
Activity 1 for E5Period 5:Identifying symbolism and why it represents something larger
Activity 1 for period 6 only: let's move on to Part II of the exam.
Read the excerpt and asnwer the 6 questions on the handout.
We will review it in class.
Closing: Where are you currently on the conversion chart?
What do you feel we need to do in class to better help you?
Formative Assessment based on Summative State Assessment
6 correct=Level 4
5 correct=Level 3
4 correct=Level 2
1-3 correct=Level 1 and below
|
Continue Reading Act II of August Wilson's Fences
You can go online to youtube and watch clips from the Broadway
Play with Denzel Washington and Viola Davis. I saw this play last
year.
here is the link
http://www.youtube.com/watch?v=7v4l36NTrsA&feature=related
|
11/04/2
011
|
Aim: What do we do when an author infers?
Do Now: Ms. Hyde had a headache and sore throat yesterday, she called in sick today. What can you
infer was the reason for Ms. Hyde's absence from work?
Mini Lesson: It has been my experience that students need to improve their understanding of making
inferences.
What is an inference: Simply put; it's an educated guess about something that is implied. When an
author implies the reader infers.
Activity 1: Making inferences from photos (whole class) for visual learners
How do good readers make inferences?
They use:
- Word/text clues
- Picture clues
- Define unknown words
- Look for emotion (feelings)
- Use what they already know
- Look for explanations for events
- ASK themselves questions!
Activity 2 (transfer learning):
Making Inferences Activity Work Sheet 1
Making Inferences Activity Work Sheet 2
Peer Review Work Sheets!
What did you learned today about making inferences?
|
Period 6 E5H ONLY
Read the Article: August Wilson's Fences banned in Chicago, IL School
Read August Wilson Fences Act 1 for class discussion on Monday
Fill in the following: using direct quotes as support.
Characters Characterization
Troy
Bono
Rose
Cory
Gabriel
Lyons
Setting (time and place) Description
Conflicts (internal and external)
Troy
Bono
Rose
Cory
Gabriel
Lyons
|
11/03/2
011
|
Purpose: Students will get a better understanding of the ELA Regents Exam LIstening Section.
CCS ObjectiveS for College Readiness:
Listen to an account and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.11-12.6. Adapt speech to a variety of contexts and tasks
Instructional Objectives:
Gain a better understanding of the format for the Listening Section of the ELA Regents.
Acquire skills for better listening and notetaking
Selecting the best answer focusing on inference based questions.
Aim: What do good listeners do?
Do Now: List 5 things you do when you listen and peer share.
Mini Lesson: Habits of a Good Listener
To truly listen to someone--not just to hear the words the other is saying but to pay attention to the
message contained in the words--is the greatest compliment we can give another person. It means that
the other is important enough to us so that we are willing to give him or her our most valuable commodity:
our time.
It isn’t always easy to listen, especially when we are preoccupied with fifteen different things that needed
doing an hour ago or when we simply aren’t interested in what the other person is saying. But making the
effort pays off. Listening can provide a bond of intimacy that deepens our connection to others. It can
enrich our personal relationships and help us make fewer mistakes in our jobs. It can increase our
learning potential. And it might even earn you a special compliment: “I really like Jane. She’s such a good
listener.” (Written on 11/17/2008 by Professor Mary Ann Gauthier).
10 Steps to Effective Listening
Activity 1: Listen to the Biography of Thomas Alva Edison
Be prepared to take notes and answer multiple choice questions.
Listen for the following:
- Genre: Biography of _______________
- KWL: What do you already know, what is given in the story, what you learned
- Point of View-who is telling the story?
- What does the speaker suggests, infers?
- Characterization of the main character
- What conclusions can you make about the character(s), setting, conflict (if any)?
- Vocabulary Words in Context (word roots, context clues)
- What is the overall tone of the work?
With careful analysis, of what you listened for and your notes:
What trends are there (if any) with students' ability to answer certain questions?
We will take an inventory of the 8 questions and identify any problem areas.
Share out!
What did you like about this lesson and why?
|
Research the life and time of August Wilson (you are not turning
in this homework). BUT need to know his life, birth, education,
marriage, children, literary works, and death. We will be reading
his play Fences.
Fences Study Guide.
Please be advised that I would like us to put on this play and A
Raisin in the Sun for our school. I need serious actors!
|
11/02/2
011
Please
DO
NOT
COMP
LETE
ANY
OF
THIS
LESSO
N
UNTIL
I
RETUR
N TO
CLASS
TO
TEACH
IT
|
Purpose: Students will get a better understanding of the ELA Regents Exam Listening Section.
Objective: Ideally, literature turns us upon ourselves and invites us to reflect upon our own humanity,
growth, struggles, pain, choices, etc. Through sense imagery, students will develop a mental picture of
war. More importantly, they will focus on questions and comments that develop the moral dilemmas
presented and/or offer fresh insight to the problems posed.
Instructional Objectives:
- Gain a better understanding of the format for the Listening Section of the ELA Regents
- Acquire skills for better listening and note taking
- Selecting the best answer
This story addresses:
• accepting responsibility for one's actions,
• living with regret
Aim: How do I know when I am truly listening to something rather than just hearing it?
Do Now: Complete the sentences:
- I feel confident that I can take notes while listening because...
- I feel less confident that I can take notes while listening because...
- The strategies for listening and taking notes are...
Mini Lesson: Selecting the best answer:
How to Answer Multiple Choice Questions
Tutor Program Tip-Taking Multiple Choice Exams
Test takers sometimes have problems with multiple choice questions because they allow themselves to
believe that these types of questions are easier than other types, and so don’t pay close enough
attention to the details of each question. It is very important for testers to pay close attention to every
word of standardized test questions, no matter how the questions are formatted.
Mastering standardized test taking strategies for multiple choice questions is a key component to
successful standardized testing. The following tips for answering multiple choice questions can be very
beneficial the next time you take a standardized test.
Formative Assessment: ELA Regents Listening Section
We will listen to an account, take notes, and select the best answer from multiple choice Questions based
on what we listened to. Recall 5W+H=Listening+Notetaking Strategies
Review Answers on the assessment and analyze any patterns.
Part II: If time permits, then let's form small groups and answer the questions on this link.
Share Out: What
|
Review the links on this lesson on Tips on Taking the Multiple
Choice Test and selecting the best answers.
|
11/01/2
011
|
|
MS. HYDE IS OUT SICK TODAY! SO SORRY FOR ANY INCONVENIENCE STUDENTS!
However, here are some links to help you with
your writing:
How to write a well developed description essay?
The Basics of developing ideas in a paragraph
Basic paragraph development Part 2
Visual Learners: Paragraph Structure Template
|
|
|
|
VISUAL LEARNERS
Procedures/Activities 4 PARTS OF A PARAGRAPH
1. Ask: “What does the word ‘paragraph’ mean to you?”
Write student responses on board.
2. Say: “In third grade we learn how to write good
paragraphs, but before we can write a paragraph, we need to
know the parts of a paragraph.”
3. Say: “The topic sentence of a paragraph tells the
reader the main idea. On the stoplight, the topic sentence is
green because green means go. When you write a topic
sentence, you have to be sure to give the reader a clear
idea of what you’re going to write about. The topic
sentence gets the reader interested to read further.”
4. Say: “The next part of a paragraph is the information
you want to give the reader. They are the yellow on the
stoplight because you should ‘slow down’ and give a
reason, detail, or fact. Yellows are easy to spot because
they start with a transition word. Transition words are
words like first, second, third, or first, next, last. When a
sentence starts with one of these words, you know a new idea
is coming.”
Say: “Next are the sentences that make a paragraph
interesting. The ‘reds’ are the explanations and examples
you write to follow up a yellow. The reds give more
information about the yellows. Reds are not necessary,
but they make your paragraph more interesting.”
5. Say: “The last part of a paragraph is the conclusion
sentence. Why do you think conclusions are green?”
(because they go back and restate the topic sentence).
“The conclusion is where you go back and tell your reader the
main idea of your paragraph again. It should restate your topic
sentence, but it should not be exactly the same.”
|
|
|
 |
|
|
|
|
|
PLEASE DO NOT ATTEMPT TO MOVE AHEAD OR COMPLETE
ANY OF THE ABOVE LESSONS. YOU MUST WAIT FOR
INSTRUCTIONS.
Writing a Paragraph: WHAT SENTENCES WOULD YOU
COLOR GREEN, YELLOW, RED, AND GREEN.
When we write paragraphs, there are a few things we must
remember to do. First, always begin with an indent. Use the
width of your thumb as a guide for how big it should be. Next,
skip lines to allow for revision later. You’ll need the space for
fixing mistakes. Also, don’t forget to use capital letters to begin
each sentence and a period at the end. Paragraphs are easy to
write if you just follow the rules.
Bibliography:
http://www.coreknowledge.
org/mimik/mimik_uploads/lesson_plans/810/Write%20On%
20Step%20by%20Step%20Paragraph%20and%20Report%
20Writing.pdf
|
10/28/2
011
|
Purpose: Students will be introduced to the ELA Regents Preparatory Examiniation and learn what to
expect.
Instructional Objectives:
To introduce students to the English Language Arts Regents Exam
Gain understanding of the format of each part of the Exam
Analyze the exam and required tasks
Acquire skills for better listening and note taking
Aim: What are summative exams and how do they impact our assessment of learning?
Do Now: Do a KWL chart and filll in the KW about the ELA Regents. Let's make a collective list on what
we know, then want to know and see if we can answer most if not all in this lesson.
Mini Lesson: What is the New Exam?
Let's view the specifications of the exam
Students please print out the above link and place in your portfolio.
Listening and Notetaking Skills
1. The average college student spends about 14 hours per week in class listening (or perhaps I
should say "hearing"--there is a difference!) to lectures. See if you can improve your listening skills by
following some of the strategies below:
2. Maintain eye contact with the instructor. Of course you will need to look at your notebook to write
your notes, but eye contact keeps you focused on the job at hand and keeps you involved in the lecture.
3. Focus on content, not delivery. Have you ever counted the number of times a teacher clears
his/her throat in a fifteen minute period? If so, you weren't focusing on content.
4. Avoid emotional involvement. When you are too emotionally involved in listening, you tend to hear
what you want to hear--not what is actually being said. Try to remain objective and open-minded.
5. Avoid distractions. Don't let your mind wander or be distracted by the person shuffling papers near
you. If the classroom is too hot or too cold try to remedy that situation if you can. The solution may require
that you dress more
appropriately to the room temperature.
6. Treat listening as a challenging mental task. Listening to an academic lecture is not a passive act--
at least it shouldn't be. You need to concentrate on what is said so that you can process the information
into your notes.
7. Stay active by asking mental questions. Active listening keeps you on your toes. Here are some
questions you can ask yourself as you listen. What key point is the professor making? How does this fit
with what I know from previous lectures? How is this lecture organized?
8. Use the gap between the rate of speech and your rate of thought. You can think faster than the
lecturer can talk. That's one reason your mind may tend to wander. All the above suggestions will help
you keep your mind occupied and focused on what being said. You can actually begin to anticipate what
the professor is going to say as a way to keep your mind from straying. Your mind does have the capacity
to listen, think, write and ponder at the same time, but it does take practice.
Teacher’s Model: Introduction to the 5Ws+H= Who, What, When, Where, Why + How?
Who- refers to characters
What- what happened
When- refers to time as in when it happened
Where- refers to place as in where did it happen
Why- refers to a sense of rationale why did it happen
How- How did it happen or any question pertaining to how to or how did.
I will now apply my comprehension of 5Ws+H to a famous nursery rhyme:
“Jack and Jill went up the hill
To catch a pail of water
Jack fell down and broke his crown
And Jill came tumbling down after.”
Application Model:
Who=Jack and Jill
What happened- they went up a hill, Jack fell down, Jill came tumbling down
Why- to fetch a pail of water
Where- up a hill
When-Jill came tumbling down after Jack.
How-does not say how they got up the hill, does not say how Jack fell down, but it does say he broke his
crown because he fell down
Test Taking Strategies for Answering Multiple Choice Questions
• Determine what the question is asking by identifying key words in the stem.
• Read all of the choices and eliminate any distracters (i.e. obvious incorrect answers).
• Generally, do not choose an answer choice with overly technical language.
• Consider the longest answer choice as possibly being the correct answer.
• Choose between two related terms rather than two unrelated terms.
• If you have a difficult time deciding between two close answers, try using the true/false technique.
Read the stem
using both answer choices and try to determine which one makes a more true statement.
• In most cases, do not choose an answer choice that contains an extreme word (all, always, none,
never, etc.).
• If you must guess, a middle answer (B, C, or D) is often a better choice than the first or last answer
choice.
• "All of the above" is often the correct answer choice.
• "None of the above" is usually not the correct answer choice.
Susan Ziegert, University of Wisconsin – Waukesha, Test Taking: Strategies for Answering Multiple
Choice Questions
Work Period: Handout that assesses students' ability to pay closer attention to details and how well they
can follow instructions.
Ms. Hyde’s introduction to Session One Part A Listening Section. Read the following carefully, then
answer the questions below the line.
We will review all answers to see how we can fine tune our attention to details.
Share out: Now please say what you've learned or you can simply write in the Learned column
|
|
|
Have a great weekend. Please review all notes on "The
Minister's Black Veil"
|
|
|
|
 |
|
|
|
10/26/2
011
and
10/27/2
011
|
Purpose: Students will become familar with Nathaniel Hawthorne's writing style and anslyze the effect of
his literary device(s) symbolism and irony.
Instructional Objectives:
• To recognize elements in Hawthorne’s writing style.
• Gain understanding of the purpose of the black veil to support the author’s message.
• Identify symbolism of the black veil worn by Mr. Hooper.
• To use information from the text to support ideas.
• To draw inferences from the work.
• To analyze the use of literary conventions and devices to develop character and point of
view in the short story.
Aim: In what way does America value individualism?
Do Now: If you can step out of one bad aspect/situation of your life what would it be and why?
Mini Lesson: What is individualism
http://www.individualism.com/?p=5
Individualism and collectivism are conflicting views of the nature of humans, society and the relationship
between them. Individualism is best defined as a political philosophy which holds supreme the right of an
individual to act as he or she wishes as long as his or her actions do not impinge upon the freedoms of
other individuals.
When defining a concept, it is often useful to contrast the concept with its opposition. So who opposes
individualism?
Comprehension:
DOK L1Recall: what is the topic of the first sermon Mr. Hooper gives wile wearing the veil?
Recall : What reason does Mr. Hooper give Elizabeth FOR WEARING THE VEIL.
Summarise: As time goes by, how do Mr. Hooper' relationship change?
Lliterary Analsis: Making judgements about character Motivation review (let's review some questions
from the package as a class)
What is your opinion on the theme:
- Secret Sin
- Propriety
- Isolation
- Individualism
Share out:
What did you learn today?
|
|
10/25/2
011
Plan B
Period
5 sorry
that I
punk'd
you.
Hey,
Ashton
Kutcher
couldn't
do a
better
job!
I got
Jaider
to say
"Ms.
Hyde I
respect
you--yo
u
smart"
Edwin
"Ms.
you
tricked
us"
Angelo
said "I
was on
to you
Ms."
Marian
o "ah,
Ms.
you
trying
reverse
phychol
ogy"...
|
Purpose: Students will become familiar with Nathaniel Hawthorne’s writing style and analyze the effect of
his literary device(s) (symbolism) and elements.
Instructional Objectives:
• To recognize elements in Hawthorne’s writing style.
• Gain understanding of the purpose of the black veil to support the author’s message.
• Identify symbolism of the black veil worn by Mr. Hooper.
• To use information from the text to support ideas.
• To draw inferences from the work.
• To analyze the use of literary conventions and devices to develop character and point of view in the
short story.
Aim: What defines a good or moral person?
Do Now: DOK- (Level Three)- Do we, as humans, critique or judge others? How often do we ever
critique ourselves? How often do we ever judge or question our own behaviors?
Materials:
• Lesson
• Dictionaries
• LCD Projector
• Laptops
• Notebooks, Pens
• Reading Materials
• Handouts
Procedure:
1) Students will enter classroom and will begin "Do Now.” (5 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “Symbolism”
DOK 1Recall: What is the literary element “Symbolism?” : something concrete---a person, place, object,
or an action---used to stand for an abstract idea of feeling.
As a class, we will review important aspects of the literary element Symbolism. We will discuss the
importance of recognizing the black veil in the short story “The Minister’s Black Veil” as an important
symbol that drives the plot. The black veil symbolizes “secret sin.” (5 minutes)
4) Gallery Walk- Students will take part in an in-class “gallery walk” in which they will walk around the
classroom and view historical/famous figures. They will choose one historical/famous figure that they
would like to research online on. (5 minutes)
4a) Group work- a) Students will return to their desks and collaborate on KWL chart and fill in what they
already know about this character. Then begin to fill out “W” column based on their historical figure.
b) Students will take out laptop and begin research online biographical information regarding what they
think the “secret sin” is/was in the life of their historical/famous figure. Students MUST CITE their
sources from .org, .edu, .gov.
5) Closing (Share-out)- Students will share information they researched on their historical/famous figure
with the entire class.
Questions that will be asked- 1) DOK- Level One- (Recall) What is symbolism and what does the black
veil symbolize in the short story “The Minister’s Black Veil” by Nathaniel Hawthorne?
2) DOK- Level Three- (Draw Conclusions)- Based on your research today on a historical/famous figure,
do you believe that “secret sin” is magnified when a person is in a position of power or scrutiny? Connect
this to Mr. Hooper in “The Minister’s Black Veil).
Connection to New York State Common Core Standards:
Reading
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).
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.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
I.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both
print and multimedia), determining which details are emphasized in each account.
Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
W. 11.4Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W. 11. 6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
|
See your package for the homework, if not then here it is.
Make Judgments about Character Motivations. Mr. Hoper's
wearing of the Black veil leads to his estrangement from his
congregation. Based on the following passages, what argument
would you make about the real causes of the villages' discomfort
in the minister's presence?
- The first sighting of the minister (lines 34-39)
- parishioners' comments after services (lines 105-113)
- his arrival at the wedding (lines 147-152)
- the attempt to confront him (lines 190-197)
Period 5: only one of these and we can discuss the rest in class
tomorrow.
Period 6: you can do all four. Please just jot down your thoughts
and we can further discuss in class tomorrow.
In case you are still having trouble:
Symbol: the veil may be a symbol of sin. Mr. Hooper makes
people feel that their wicked thoughts are know (lines73-76. and
192-194). He implies such an interpretation in lines 227-228, 237-
238-, and 384-387.
Father Hooper reproaches the villages for making him an object
of fear (379-383), when the true cause of their fear has been
their unwillingness to be hones about themselves with one
another and with God (lines 383-387). His comment that
everyone wars a Black Veil (386-387) suggests that the veil
represents the part of a person's life hat he or she tries to keep
secret from others.
|
10/24/2
011
|
Purpose: Students will become familiar with Nathaniel Hawthorne’s writing style and analyze the effect of
his literary devices and elements.
Instructional Objectives:
• To recognize elements in Hawthorne’s writing style.
• To use information from the text to support ideas
• To draw inferences from the work
• To connect themes from the story to their own lives
• To analyze Hawthorne’s importance to American literature.
• To interpret themes and other features in Hawthorne’s short fiction
• To analyze the use of literary conventions and devices to develop character and point of
view in the short story
Connection to New York State Common Core Standards:
Reading
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).
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.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Specific skills addressed in this lesson plan:
• produce evidence of basic reading comprehension.
• use a wide variety of strategies for selecting, organizing, and categorizing information
• use knowledge of word root and context clues.
• Vocabulary in context (synonyms or antonyms)
• relate new information to prior knowledge and experience
• use of standard English for oral presentation of information
Formative Assessment and Evaluation:
• Four Comprehension Check Quiz each question is worth 25 points
• Quality of class participation through listening
Aim: How does Nathaniel Hawthorne utilize the concept of ambiguity in the short story “The Minister’s
Black Veil”?
Do Now: Students will enter classroom and will begin "Do Now as a formative comprehension check
Quiz featuring simple identification questions about
character names, setting and plot. These quizzes will be given after each
reading to ensure that the students actually have read the story.(5 minutes)
Materials:
• Lesson
• LCD projector
• Dictionaries
• Laptops
• Notebooks, Student Portfolios, Pens
• Reading Materials
• Handouts
Procedure: (8-10 minutes)
1) Students will enter classroom and will begin "Do Now as a formative comprehension check Quiz
featuring simple identification questions about
character names, setting and plot. These quizzes will be given after each
reading to ensure that the students actually have read the story.(5 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “ Ambiguity, Sin, and Propriety”- Components of this mini-lesson-
a. I will give the students the definition of each
Ambiguity- The uncertainty or vagueness
Sin-transgressions
Propriety-decorum, good manners
Recall: Romanticism movement. The Romanticism movement focused on individualism, personal
experience, and nature.
4) Group work- Vocabulary Strategy: The Latin Root ambi
The vocabulary word ambiguity contains the Latin root ambi. This root, which can mean either “both” or
“around” can be found in many English words. When you encounter ambi in a word, you can often use
context clues to determine which meaning of the root is involved.
Ambit Ambiguity ambiance
ambi
Ambient Ambidextrous Ambivalent
Practice: Choose the word from the word web above that best completes each sentence. Consider what
you know about the Latin root and the other word parts shown. If necessary, consult a dictionary.
1. Because Peter was____ambidextrous____, he could write with either hand.
2. Their home had a pleasant and gracious ___ambiance___.
3. Beth was _____ambivalent______about joining the group and could not make up her mind.
4. The _____ambit_____of their property extends to that line of trees.
5. Too much ___ambient_____noise can interfere with the quality of a recording.
5) Closing (Share-out)- Questions that will be asked- 1) DOK- Level One- (Recall) What did you learn
today?
3) DOK- Level Three- (Assess)- Based on what you learned today, what would you still like to know/learn?
|
E5 and E5H See package for those of you who have the handout!
Examine Character Ambiguity (see package for those of you
who have it)
The minister is an ambiguous character: he can be seen as an
innocent victim of other’s fears or as a man driven to isolate
himself, convinced of his own moral superiority. Identify at least
two details that support each perspective. Which interpretation do
you find more compelling? Give reasons for your answer.
Vocabulary in Context: & Vocabulary Practice
Decide whether the words in each pair are synonyms or antonyms
1. Ostentatious/discreet (A)
2. Ambiguity/clarity (A)
3. Portend/predict (S)
4. Iniquity/vice (S)
5. Zealous/halfhearted(A)
6. Imbued/infused (S)
7. Preternatural/ordinary (A)
8. Tremulous/quaking (S)
Click on this link to see definitions and word use. This is SAT
practice. I did want you to do the bi-fold, but we were too
occupied with putting together our project for The Puritans and
Nathaniel Hawthorne. If you turn in the bi-fold then it will count as
extra credit. It would not hurt your grade if you did not do the
vocabulary. This was for you to start practicing vocabulary. Once
again, the vocabulary words at the beginnig are in the story's link
that was provided, and it for you to know the words should you
get stuck. Some of you said the words were difficult, hence know
them before reading. This will add to your fluency when reading
and reading comprehension because you know the meaning of
the word and how it fits in the sentence. Okay, enough of me
rambling on it's 2:08am.... see you later ON TIME PLEASE :-)
|
10/21/2
011
Friday
Vocabu
lary
words
you
need
to
know
prior to
reading
"The
Minister
's
Black
Veil",
by
Nathani
el
Hawtho
rne
obscur
e,
vagary,
parable
,
venera
ble,
pathos,
emblem
,
sagacio
us,
prodigy
,
remons
trance,
type,
torpor,
A
mbiguit
y,
zealous
,
iniquity,
pretern
atural,
ostenta
tious,
imbued,
tremulo
us,
portend
|
Objectives follow Common Core Standards:
To construct a historical and literary framework for the student’s study of Nathaniel Hawthorne
Learning Objectives:SWBAT
Analyze the use of literary conventions and devices to develop character and point of view in the short
story.
Discuss the purposes and significance of literary humor
Examine Hawthorne's style of humor in relation to that of other American humorists.
Aim: What place does Nathaniel Hawthorne have in the history of American Literature?
Do Now: Draw a KWL in your notebooks and fill in the W and the K columns, then after evidence of
homework, take notes then fill in the L column.
Procedure: E5 Period 5 would most likely complete their Nathaniel Hawthorne research in class
Procedure: E5H Period 6 would work in their collaborative teams and would have already completed the
process or reading, research, and writing. They will put together what they did in the processing of
information into a final product based on their prior knowledge.
Students will do a mini presentation on their work.
Assessment:
Students' ability to the complete a plot structure of the main points of the Puritans and Nathaniel
Hawthorne. Students' work is creative and shows thinking outside the box, excellent grammar, product is
colorful and has at least 5 images, product answers the question: what did the Puritans contribute to
America? Wor is presented in a professional manner.
Student’s ability to identify the key ideas of the Puritans and Nathaniel Hawthorne
4: Excellent (You score a Homerun-you got it and are with-it))
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (students should really think about their difficulty with the project)
Share Out!
Please give closure to the Aim Question regarding Hawthorne's place in American Literature.
|
|
|
Nathaniel Hawthorne's "The Minister's Black Veil" Read
the short story online.
Please define the vocabulary words in the date column.
E6H please also use them in a sentence and select one
word and make a bi-fold.
|
|
|
|
"Minister's Black
Viel" by Nathaniel
Hawthorne
|
Vocabulary Word
obscure
|
Image that best
represents the
word and explain
|
definition of the
word.
Complete sentence
that includes the
word.
|
|
|
|
|
|
10/19-2
0/2011
Wedne
sday
Vocabu
lary
you will
need
to
know:
Puritani
sm
Predest
ination
Salem
Witch
Trials
Unit
Study
on
Nathani
el
Hawtho
rne
Laptop
s will
be
assigne
d
tomorro
w.
Dear
Student
s: I
apologi
ze for
my
absenc
e from
class
10/18/1
1. I
was in
school,
but
also in
meeting
s.
|
Connection to New York State Common Core Standards:
Reading
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).
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.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
Specific aspects addressed in this lesson plan:
• produce oral and written reports on topics related to all school subjects
• use a wide variety of strategies for selecting, organizing, and categorizing information
• relate new information to prior knowledge and experience
• organize information according to an identifiable structure, such as compare/contrast or general to
specific
• develop information with appropriate supporting material, such as facts, details, illustrative examples or
anecdotes, and exclude extraneous material
• use of standard English for formal presentation of information
Online Links:http://www.pbs.org/godinamerica/people/puritans.html
Puritans
Puritanism and Predestination
Purpose: To construct a historical and literary framework for the students' study
of Nathaniel Hawthorne.
Objectives: • To recollect details about Hawthorne’s life.
• To recognize elements in Hawthorne’s writing style.
• To analyze Hawthorne’s importance to American literature.
• To identify Hawthorne’s major works.
Aim: What did the Puritans contribute to America and what place did Nathaniel Hawthorne have in
literature?
Do Now: Which cultural/ethnic group do you think contributes most to the economy of the United States?
Explain.
• Power point presentation- Lesson
• LCD projector and speakers
• Dictionaries
• Laptops
Procedure: 1) Students will enter classroom and will begin "Do Now." (4 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “Introduction to Nathaniel Hawthorne”- Components of this mini-lesson-
a. I will give the students a historical background, which will include the highlighting of major social
changes that occurred in mid-nineteenth century America.
b. I will discuss with students who the major writers of the time were. This includes
Edgar Allan Poe, Herman Melville, and Emerson. They are classified under the Romanticism movement.
The Romanticism movement focused on individualism, personal experience, and nature. (10 minutes)
4) Group work- Students will work with another peer and journalize important research on the Puritans.
(20 minutes)
Who:
Where:
When:
How:
Why:
Students will use the following links to help guide them in their research:
http://hawthorneinsalem.org/Life&Times/BiographicalInfo/Introduction.html
http://www.online-literature.com/hawthorne/
http://www.articlemyriad.com/artlitarchive.htm
American Transcendentalism: An Online Travel Guide: http://www.shepherd.
edu/transweb/hawthornesalem.htm
Family of Hawthorne: http://hawthorneinsalem.org/Life&Times/Family/Introduction.html
Wife and Children of Nathaniel Hawthorne: http://hawthorneinsalem.
org/Life&Times/Family/Immediate/Introduction.html
Explicating a symbol: the case of Hawthorne's "The Minister's Black Veil"
http://www.k-state.edu/english/baker/english251/Symbol_MBV.htm
5) Closing (Share-out)- Questions that will be asked- 1) DOK- Level One- (Recall) What did you learn
today?
2) DOK- Level Two- (Summarize)- In your research what contribution(s) did Puritans make to our society?
3) DOK- Level Three- (Assess)- Based on what you learned today, what would you still like to know/learn?
Please cite your sources.
.
|
ALL HOMEWORK LISTED HERE ARE COUNTED
Please go to the following website and follow up on the Puritans.
Well if you insist, I need you to click on the following links to find
out more about Nathaniel Hawthorne.
American Transcendentalism: An Online Travel Guide: http://www.
shepherd.edu/transweb/hawthornesalem.htm
Family of Hawthorne: http://hawthorneinsalem.
org/Life&Times/Family/Introduction.html
Wife and Children of Nathaniel Hawthorne: http:
//hawthorneinsalem.org/Life&Times/Family/Immediate/Introduction.
html
Homework 2: I would like for you to Research the life and times
of Nathaniel Hawthorne. YOU MUST CITE YOUR SOURCES! Or,
you can create a plot pyramid using images showing Exposition,
Rising Action, Climax, Falling Action, and Resolution if you think
possible. Discuss with me if unclear
- Name
- Image of Nathaniel Hawthorne
- Date of Birth
- Where he grew up
- Education
- Schooling
- Marriage
- Family
- Accomplishments
- Death.
PERIOD 6 E5H WILL PUT TOGETHER THE
FOLLOWING: Mr. Anthony's information about
the Puritans click this link as a resource.
Groups will exhibit autonomy and collaborative
team work by assigning roles, bringing in
supplies, brainstorming about what to write
and ideas to present on chart paper.
Take the research that you did in class
yesterday about The Puritans and present it
creatively on chart paper. You must have
images, you can present this in the form of a
plot pyramid, or time line, or creatively. I would
like for you to include somewhere on the chart
What contributions did Puritans make to our
society. The same goes for Nathaniel
Hawthorne. It would be great to plot his life on
a plot pyramid.
Ms. Hyde has Glue just for Angelo! Just
kidding...glue for everyone! I am really
interested to see what students have up their
sleeve. Humnnn, I would watch out for
JiYoung, SinYi, Karl, and Motiur!
|
10/17/2
011
|
Objective:
Students conduct research on issues and interest by generating ideas and questions, and by posing
problems they need to support. They will gather, evaluate, and synthesize data from a primary source to
communicate their discoveries in ways that suit their purpose and audience.
Aim: What strategies do I already have to write a persuasive essay?
Do Now: How would you rate your writing on a scale of 1-10 with 10 being the highest score? You must
give an explanation about why you think your writing is worth the points given.
Mini Lesson:
Learn how to use transitional words and learn how to use supporting examples. Knowing about these
skills will help you with your persuasive essay.
Activity 1: Mini Conferences with 5-10 more students on your persuasive essay. Please come to the
teacher student mini conference with your paper/handout, notebook/pad, and a pen to take notes. The
rest of the class should be working on their essay.
Shareout: please write one thing you learned today.
|
If you haven't yet started here is a link to some ideas for a topic:
click here
Period 5 and 6 : I need you to complete your essay and turn it in
tomorrow. First Draft typed, 12 point font, Times Roman, primary
source with citations. I will count this as a first draft for period 5.
|
10/13-1
4/2011
Thursd
ay
|
Objectives:
Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non print
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Aim: How do we get our point across in one sentence?
Do Now: Exchange your papers and conduct peer review of introductory paragraphs using the rubric
provided in a previous lesson.
Mini Lesson: The Thesis Builder by Tom March
What is it? It is the ONE statement/sentence that tells the reader what you think about a topic.
How do I arrive at a thesis? If the topic is in the form of a question answer the question and that is your
thesis. If the topic is in the form of a statement, then turn the statement into a question, answer the
question to arrive at a thesis.
Writing Activity:
Now use the comments from your peer review to revise your introductory paragraph and thesis.
Day II: We will be having mini conferences about your writing. Period 5, I would really like to see your best
work.
Period 6: We will have mini conferences about your essay. I am really looking for how well you develop
your ideas and how you support them using a primary source.
Share out!
What did you learn about writing an introductory paragraph and thesis that is now clearer to you?
|
Here are sample writing for you to review to help improve your
own writing:
Writing Prompt Assigned:
Please print out rubric and bring to class. See 10/5-10-7 lesson
for link.
Students were instructed to write their first three paragraphs:
introduction and two body paragraphs and submit to class. THIS
IS 5TH PERIOD ONLY.
|
10/12/2
011
Wedne
sday
|
Today you have PSAT
PLEASE USE ALL STRATEGIES FOR WRITING AND SELECTING THE BEST ANSWERS ON YOUR
PSAT. GOOD LUCK
|
Homework is from the previous day. Write your introductory
paragraph Period 5.
Period 6: please use rubric listed on previous lesson to write your
persuasive essay.
|
10/11/2
011
Tuesd
ay
We will
be
doing
a
mini-wri
ting
worksh
op of
persua
sive
writing.
Persua
sive
Essay
Sample
s
|
Objectives:
Motivate high school students to write a strong five paragraph persuasive essay using lesson initiating
activity, graphic organizer and writing rubric
Students will brainstorm, plan and draft an effective five paragraph persuasive essay. Students will
understand that the key components of writing an essay include focus, organization, support and effective
use of grammar.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to
formulate an argument.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Materials and Equipment
- pros and cons chart drawn on the board
- five paragraph essay graphic organizer
- writing rubric handout (teacher-made)
- persuasive essay topic handout (teacher-made see below)
- Assessment
- Students will be assessed on their completion of graphic organizer and persuasive essay rough
draft. Essay Rubric is used to grade the essay rough drafts.
- Using Transitions List that you can print
Aim: How do we get others to accept our point of view?
Do Now: List from strongest to least passionate 3 topics that you are most passionate about and would
like to debate?
1
2
3
Mini Lesson: Basic Principles of writing five paragraph Persuasive Essay
Select a topic that has pros and cons and is not unisided
You have access to primary sources to support your opinion
Know format for writing: headers, title, indent new paragraphs, 12pt font Times, 81/2*11,
Introductory paragraph: Start with Question, Quote, etc. then give some background information to the
topic, that leads to your point of view/thesis on the topic, give three solid points on your topic.
Body Paragraphs: Topic Sentences with supporting details from a primary source
Conclusion: Restate thesis differently, give the reader something to think about, call him/her to action.
Let's review the handout again.
Here are some topics to consider if you are still uncomfortable selecting your own topic:
If you had to join a cause (Patrick Henry, Harriet Jacobs, Phillis Wheatley) which cause would you join and
why?
Reply to anyone of the writers we studied about their cause.
Write your own speech about the American Revolution or Slavery using any of the two texts as primary
sources.
Whole Class Activity: Topic: My favorite sport
Basketball is my favorite sport. I like basketball because _____________, _______________,
and_____________________.
OR
My dad is a better cook than my mother because____________,____________, and_______.
Or,
________________ is the best airline because they fly everywhere, has the best leg room, and you don't
have to pay for luggage.
Or,
Wearing the school uniform should be re-enforced. I like wearing ITHS school uniform because
Writing Activity 2:
Please use the persuasive essay handout (if you lost a copy see previous lessons) and write your
introductory paragraph.
Share out!
What did you learn in class today and what are you still having trouble with?
|
Here are sample writing for you to review to help improve your
own writing:
Writing Prompt Assigned:
At the present time, young Americans volunteer to enlist for
military service. To maintain our present military operations, more
people may be needed.
Do you agree or disagree with the opinion that all Americans,
both men and women, should be required to perform two years of
military service?
Write an essay in which you persuade the reader to support your
point of view. Support your position with specific reasons and
examples.
Please print out rubric and bring to class. See 10/5-10-7 lesson
for link.
|
10/10/2
011
Monday
|
SCHOOL CLOSED
PLEASE BE ADVISED THAT YOU CAN RECOVER LOST HANDOUTS BY CLICKING ON THE LINKS IN
PREVIOUS LESSONS. I have improved the essay template and if you can afford the paper and ink, then
please print a copy for yourself.
I would like to thank students for trying to make a change in behavior or improve on skills, being more
focused in class, and taking responsibility for your learning and success in the class. YOU KNOW WHO
YOU ARE!
|
Review and compare and contrast Patrick Henry's speech,
Jacobs' Preface, Wheatley's letter.
Day II
Try reading Wheatley's letter to your parents, siblings, or friend!
THEN, have them read it back to you using a tone they think
would have been appropriate for this time period. What did you
notice?
PERSUASIVE ESSAY ASSIGNMENT:
Now it's your turn to persuade: Persuasive writing presents the
writer's opinion and
tries to convince the reader to agree.
Activity 2 DOK Level 4 Activity 2: Extended Thinking or Synthesis
Write a letter (10-15 sentences maximum) to me (or another
teacher), Ms. Martin, your parent,
President Barack Obama, Congress, The Mayor, your
supervisor...persuading him/her/them etc.
on something (you can take it from the "brain storm list we
created for the class) that needs to be
changed. Your letter MUST have the appropriate header,
Opening and Closing Salutations, and
use persuasive speech and easily identifiable strategies of
persuasion.
PERIOD 6 ONLY PERSUASIVE ESSAY DUE THURSDAY!
PERIOD 5 ONLY: SELECT A TOPIC AND I WOULD LIKE FOR
YOU TO WRITE ONLY YOUR INTRODUCTORY PARAGRAPH
AND BRING IT IN ON TUESDAY!
|
10/05-1
0/7/11
Primary
Source
Americ
an
Antholo
gy
McDou
gal
Littel
pgs.
256-25
9
Links:
Sample
Persua
sive
Essay
P
ersuasi
ve
Essay
Templa
te
Mead
School
District:
Writing
Templa
tes
Rubric
|
Lesson Objectives follow the Common Core:
Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including Partick Henry’s “Speech in the Virginia
Convention”, Jacobs' Preface, and Phillis Wheatley's "Letter to the Reverend Samson Occom" (1753-
1784) for their themes, purposes, and rhetorical features.
•W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
•SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range or formal and informal tasks.
•L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Students Goals:
- Explore the key idea of authority
- read a letter
- use strategies for reading primary sources and informational text.
Aim: Who has ultimate authority?
Do Now (Small Group Prompt) turn and talk:
People today have not only more freedom that people did in the colonial times but also more ways to
change the laws. Think of one situation (home, school, or society) in which rules directly impact your life.
Then, discuss ways that are available to change or modify those rules. Please use a T-Chart to illustrate
your idea.
Key Idea: Those in authority make the rules for others whether it's in the halls of Congress or the
classroom. Phillis Wheatley while agreeing wholeheartedly with the patriot cause, still felt left out of the
process and the benefits of the American Revolution.
Lesson: Tone and Diction in literary works.
Tone and Diction
When writing, you always choose a tone, which The McGraw-Hill Workbook defines as “the style, manner,
or ‘feel’ of your writing, whether it is formal or informal, serious or humorous, sympathetic or sarcastic,
positive or negative.” Tone is often also affected by your diction, or word choice. Diction can further be
broken down into the following categories:
1. Standard English (language generally seen in a college textbook),
2. Colloquial English (language with certain expressions or phrases that speakers and
readers would understand but that are outside Standard English),
3. Slang (language understood, especially by specific generations, but not usually accepted
in formal situations),
4. Dialect (language used within certain ethnic groups, social groups, or geographic
locations),
5. Academic training or job jargon (language learned through specific training).
Examples:
Slang
Inappropriate: When the faculty realized the university’s new budget had no funds designated for AIDS
research, they got ticked off and sent a petition to the board.
Appropriate: When the faculty realized that the university’s new budget had no funds designated for AIDS
research, they became incensed and sent a petition to the board.
Dialect
Inappropriate: “I bake-a da bread!” Geno said proudly.
Appropriate: “I bake the bread!” Geno said proudly in an Italian accent.
Jargon and Technical Terms
Inappropriate: Doing discovery for the Lancaster case, two paras overlooked some dept.
Appropriate: Preparing for the Lancaster case, two para legals overlooked some depositions.
Old-Fashioned or Foreign Terms
Inappropriate: She appeared on stage sans makeup, affrighting the fashion designers and stunning the
hoi polloi with her natural savoir faire.
Appropriate: She appeared on stage without makeup, challenging the fashion designers and stunning the
crowd with her natural grace.
NOTE: These tips for avoiding inappropriate usage are meant to be considered when creating general
academic writing. When creating other types of writing, like a short story or a technical document, you can
and should use more specific types of diction
Model:
Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her
fiancé and their wedding plans.
What are the specific words that create the feeling of the sentence? What words did the
author use to create the feeling of the sentence?
Bouncing – lit – joyous – glow – fiancé - wedding----What kind of words are these?
____ diction contributes to the ____ tone.
Cheerful diction contributes to the euphoric tone.
Or uplifting diction contributes to the joyful tone.
"Letter to Reverend Samson Occum"
Rev'd and honor'd Sir,
I have this Day received your obliging kind Epistle, and am greatly satisfied with your Reasons respecting
the Negroes, and think highly reasonable what you offer in Vindication of their natural Rights: Those that
invade them cannot be insensible that the divine Light is chasing away the thick Darkness which
broods over the Land of Africa; and the Chaos which has reign'd so long, is converting into beautiful
Order, and [r]eveals more and more clearly, the glorious Dispensation of civil and religious Liberty, which
are so inseparably Limited, that there is little or no Enjoyment of one Without the other: Otherwise,
perhaps, the Israelites had been less solicitous for their Freedom from Egyptian slavery; I do not say they
would have been contented without it, by no means, for in every human Breast, God has implanted a
Principle, which we call Love of Freedom; it is impatient of Oppression, and pants for Deliverance; and by
the Leave of our modern Egyptians I will assert, that the same Principle lives in us. God grant
Deliverance in his own Way and Time, and get him honour upon all those whose Avarice impels them to
countenance and help forward tile Calamities of their fellow Creatures. This I desire not for their Hurt, but
to convince them of the strange Absurdity of their Conduct whose Words and Actions are so diametrically,
opposite. How well the Cry for Liberty, and the reverse Disposition for the exercise of oppressive Power
over others agree, --
I humbly think it does not require the Penetration of a Philosopher to determine.--
The Connecticut Gazette, March 11, 1774
Activity 1: Answer in complete sentences then we will discuss your answers:Using DOK Chart
buzz words
Level 1 DOK Recall: What does Phillis Weatley praise the Rev. Occom for doing?
Level 2 DOK Explain: In Wheatley's opinion, what is the cause of slavery?
Level 3 DOK Cite Evidence: Compare the rhetoric of Patrick Henry's and Harriet Jacobs' "Preface" to
Phillis Wheatley's Letter and cite any evidence of rhetoric/persuasive speech.
Day II: Let's brain storm about changes that you may think we need to change in our environment: home,
school, society, and globally.
Activity 1 DOK Level 1-2 Range: First of all I would like you to use a VENN DIAGRAM TO COMPARE
AND CONTRAST TWO OF THE WORKS.
10/7/11
Day III Do Now Presentation for Period 6---Level 3 Literary Criticism. You are required to work with
a partner (ONLY TWO) and present a logical explanation for the following context.
Historical Context: Personal letters, even ones such a Wheatley's that were later published in
newspapers, offer a rare opportunity to hear women's voices from the past. What distinguishes
Wheatley's and Jacobs' writing from the rhetoric of Patrick Henry OR, vice versa? What do the letter and
preface reveal about how women were expected to behave/treated in early America--how does the diction
and tone differ among the three? Identify some of the strategies used by each and how they are different.
YOU MUST USE TEXTUAL SUPPORT
Now it's your turn to persuade: Persuasive writing presents the writer's opinion and tries to
convince the reader to agree.
Activity 2 DOK Level 4 Activity 2: Extended Thinking or Synthesis
Write a letter (10-15 sentences maximum) to me (or another teacher), Ms. Martin, your parent, President
Barack Obama, Congress, The Mayor, your supervisor...persuading him/her/them etc. on something (you
can take it from the "brain storm list we created for the class) that needs to be changed. Your letter
MUST have the appropriate header, Opening and Closing Salutations, and use persuasive speech and
easily identifiable strategies of persuasion.
Persuasive Essay Template
Rubric Writing to Persuade
Share Out!
|
Review and compare and contrast Patrick Henry's speech,
Jacobs' Preface, Wheatley's letter.
Day II
Try reading Wheatley's letter to your parents, siblings, or friend!
THEN, have them read it back to you using a tone they think
would have been appropriate for this time period. What did you
notice?
PERSUASIVE ESSAY ASSIGNMENT:
Now it's your turn to persuade: Persuasive writing presents the
writer's opinion and
tries to convince the reader to agree.
Activity 2 DOK Level 4 Activity 2: Extended Thinking or Synthesis
Write a letter (10-15 sentences maximum) to me (or another
teacher), Ms. Martin, your parent,
President Barack Obama, Congress, The Mayor, your
supervisor...persuading him/her/them etc.
on something (you can take it from the "brain storm list we
created for the class) that needs to be
changed. Your letter MUST have the appropriate header,
Opening and Closing Salutations, and
use persuasive speech and easily identifiable strategies of
persuasion.
PERIOD 6 ONLY PERSUASIVE ESSAY DUE THURSDAY!
PERIOD 5 ONLY: SELECT A TOPIC AND I WOULD LIKE FOR
YOU TO WRITE ONLY YOUR INTRODUCTORY PARAGRAPH
AND BRING IT IN ON TUESDAY!
|
10/03/1
1
|
Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including Partick Henry’s “Speech in the Virginia
Convention” and preface from Harriet Jacobs' Incidents in the Life of a Slave Girl for their themes,
purposes, and rhetorical features.
Aim: When is it time to take Action?
Do Now: List three ways you have rebelled against family, school, society
1
2
3
Key Idea: Many young people harbor a spirit of rebellion---against parents, teachers, bosses, rules, or
any situation that "just isn't fair?" But how often do you attempt to explain your rebellion logically? In June
of 1776, Thomas Jefferson and other colonial leaders had decided to rebel against Britis rule. But they
needed to justify their dangerous action to themselves, to the king, and world. In the preface of Harriet
Jacobs' (1813-1897) autobiography Incidents in the Life of a Slave Girl, she protests about the treatment
of slave women in the south.
Agenda:
Read aloud the preface of Harriet Jacobs' INLSG and identify the rhetorical devices used.
Why is she writing?
Who is her target audience?
Why do you think it was right for her to take decisive action?
Share out!
|
Hold off on your writing assignment until further notice.
Review all past lessons.
|
9/27/11
-
9/28/11
Materi
als:
Project
or
Laptop
CD to
play
speech
Writing
utensils
Notebo
oks
|
Ms. Hyde’s E5 and E5H
Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of
historical and literary significance (including Partick Henry’s “Speech in the Virginia Convention” for their
themes, purposes, and rhetorical features.
•W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
•SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range or formal and informal tasks.
•L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Student Objectives:
• Understand techniques for reading aloud a persuasive speech.
• Build vocabulary for reading and writing.
• Analyze how tone is established in persuasive writing.
• Analyze the use of literary elements in persuasive writing.
• Analyze the qualities of an effective argument (i.e., examine the truthfulness and validity of the
argument, as well as its rhetorical devices).
• Critique varying reasons for why individuals chose to rebel
• Analyze various documents that are rebellious or loyalist in nature.
Aim: When is it time to Take Action?
Do Now: With a partner (turn and talk), think of examples from sports, politics, or everyday life when the
time was right for decisive action. Then, for one example, analyze why it was the right action at the right
time.
Model: I do = You watch and now you do
Example of Decisive Action:
Michael Jordan announces his retirement from the NBA Thursday. Jan. 14th, 1999
Reasons that the time was right
Already had six championship rings
Older and Mentally exhausted
Mini Lesson: Literary Analysis: Rhetorical Devices
- Rhetorical devices are structures within language that help communicate ideas.
- A rhetorical question is a question to which no answer is expected. (But when shall we be stronger”)
- Antithesis expresses contrasting ideas in parallel grammatical structures. (Give me liberty, or give
me death!)
- Repetition is the recurrence of words, phrases, or lines. (Let it come! I repeat it, sir, let it come!)
- Parallelism is a kind of repetition in which words or phrases in the same grammatical form connect
ideas. (Is life so dear, or peace so sweet…)
Who are some of the Writers of the American Revolution?
• Thomas Paine, The Crisis aka Common Sense
• Thomas Jefferson, Declaration of Independence
• Phillis Wheatley, Letter to Rev. Samson Occom
• The American population was divided about participating in a revolution. One-third supported the
revolution; one-third was loyal to the British, and one-third was indifferent. This is where Patrick Henry
took a stance in his speech in the Virginia Convention
Reading to persuade
When reading a persuasive speech, imaging the techniques the speaker used to bring the speech to life,
such as word emphasis, changes in pace, pauses, and changes in volume.
Activity 1:
Students will listen to an audio and read along Patrick Henry’s “Speech in the Virginia Convention”. This
will better help students Less Proficient readers and ESL students who needs help with decoding, and
automaticity i.e adopting fluency when reading.
Discussion Prompts:
Connect: If you were a delegate at the Virginia Convention, how would the beginning of Henry’s speech
affect you? Accept all thoughtful responses
Interpret: What is Henry’s purpose for discussing the “freedom of the debate?” He wants to get the
delegates to listen to him with an open mind.
Evaluate: is this an effective opening for a speech, or as a modern reader, do you think the speech
begins too slowly? The beginning of the speech was effective under the circumstances because it showed
respect to the delegates and their opinions. However, for a modern audience, it might seem slow
because it takes a while for Henry to make his point.
Day II Do Now: Who can recall what we accomplished as a class yesterday? But more importantly,
identify 1-2 things you learned.
Mini Lesson:Causes of the American Revolution
While no one event can be pointed to as the actual cause of the revolution, war began as a disagreement
over the way in which Great Britain treated the colonies versus the way the colonies felt they should be
treated i.e. all the rights of Englishmen. The British on the other hand, felt that the colonies were created
to be used in the way that best suited the crown and parliament. This conflict is embodied in one of the
rallying cries of the American Revolution: No Taxation Without Representation. Levy the colonies
to pay taxes, without an American representative.
Activity 2: Small Group Activity. Students will form small groups (teacher reserves the right to move
students) and scan the passage again and complete the following. This should be done on a sheet of
paper with proper header fields (date, names, teacher, course), pristine penmanship, and give as many
examples as you can identify, then I need at least two people from every group to pretend they are
Patrick Henry re-reading the speech at a different location give us an example through presentation
about which words you would emphasize etc., then turn in when instructed to do so by teacher.
1. Draw in your notebooks two columns as follows. Now what word and phrases would you
emphasize if you were giving the speech?
2. Where would you pause for effect?
3. Where would you speak loudly or softly?
Paragraphs and Line numbers Rhetorical Technique I think Henry used
Paragraph 6 (lines 47-55) Emphasis: “everything,: “petitioned,” “remonstrated”
“supplicated” Prostrated” implored, slighted, violence, spurned
Pause: before last sentence
If time permits Critique: Groups will choose a passage in Henry's speech they find the most effective
and then explain what makes it so powerful.
Teacher’s closing statement: Whether it’s the winning shot in the final seconds of the game, the right
moment to ask someone out, or the decision to do better at school—timing is everything. In the spring of
1775, Patrick Henry had enough of compromise with the British; it was time for armed resistance. His
address to the Virginia Convention turned out to be a decisive moment not only in his own life but in the
life of the United States as well.
Students: Explain in one sentence or take an inventory of individual responses to see who “got it” i.e
what you learned in class today?
|
Homework: please go to mshyde.net and re-read the Speech to
the Virginia Convention and once again make two columns on a
sheet of paper or in your notebooks and give as many examples
as you possibly can.
Reasons to Fight
If we want to be free and keep the rights and privileges we have
grown accustomed to, we have to fight. (Lines 56-61)
Logical or Emotional
Logical
|
9/26/11
|
Objective:
Using meta-cognitive strategies (text-self and text-world), students will evaluate the importance and
necessity of each student responsibility.
Aim: What is the discipline code of NYC Department of Education?
Do Now: List 1-2 consequences if we did not have laws in our society?.
Mini Lesson:
What is the discipline code of NYC DOE?
All members of the school community — students, staff and parents — must know and understand the
standards of behavior which all students
are expected to live up to and the consequences if these standards are not met. The Citywide Standards
of Discipline and Intervention
Measures (the Discipline Code) provides a comprehensive description of unacceptable behavior,
including incidents involving drugs or
weapons. It includes the range of permissible disciplinary and intervention measures which may be used
when students engage in such
behaviors as well as a range of guidance interventions schools may use to address student behavior.
The Code applies to all students,
including those with disabilities. Students with disabilities are entitled to additional due process protections
described in Chancellor’s Regulation
A-443.
When answering questions ask yourself:
Is the statement fair? Is it necessary? Is it “do-able” or realistic? Is there a negative impact on either the
student, the school, or the community if it’s not followed? Would parents/the community be in support of
it? Be able to support and provide a rationale for all responses.
Work Period:
Let's Review the codes!
• Class distills or condenses their findings and creates/adjusts their own class rules. They may also
seek to evaluate the school’s Discipline Code
• Students scan the responsibilities and pull power words from them--examples: attend, achieve,
prepare, etc. Discussion follows
Share out
|
If by chance we did not complete the Discipline Code handout,
then please sit with your parent(s) and read through the booklet.
Remember the codes written in this booklet also protect you as a
student. So know your rights! Please make sure you and your
parents sign and date the document and return to class
tomorrow! This will be counted as a homework grade. The first
class to bring back 100% gets a free homework pass.
|
9/22/11
-
9/23/11
|
Students will illustrate reading comprehension.
To provide students with a framework for identifying the elements of a story.
To students of varying abilities organize information and ideas efficiently
Aim:What sort of framework can we use for identifying the elements of a story?
Do Now: Recall the elements of a short story and the plot pyramid sequence of events by telling
us about your day yesterday.
Exposition: woke up
Setting Time: 5:45am
Setting place: Work/Home
Rising Action: getting dressed, putting on make up, taking the # train.....
Climax: being told that we are having an observation/walk through. My blood pressure is boiling
because I've been working so hard to update my website for my students.
Falling Action. It never happened, have 4 periods in a row. Watching the clock turn to 2:56 pm
before I take my "E" limo to Jamaica.
Resolution: Get home and I pass out.
Work Period: Students will fill out all the necessary elements of plot pyramid for each of the
the following short stories
E5H Class: Will do one of the stories, then split into five groups and act out the sequence of
events. However, I want you to edit the story the way you see fit.
Assessment:
Students ability to the complete all three plots are on level regardless of grammatical errors etc.
Student’s ability to identify the key ideas of the story
Students not too heavily dependent on facilitator.
4: Excellent (You score a Homerun)
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (student should re-read the book)
Share Out!
|
|
|
Complete handout Plot Pyramid sheets for two of the short stories
we read in class: The Scarlet Ibis and Hills Like White Elephants.
Additionally, I need you to register at collegeboard.org
If you are serious about your classwork, then you should pass the
ELA regents with 75. Therefore, I need you to start focusing on
College.
Check out online SAT tests prep.
|
9/20/11
|
Ms. Hyde’s Lesson7 —Literary Devices
Objectives:— Students will interpret literary devices such as symbolism, figurative language, flashback,
irony, dialogue, and imagery.
CCS: 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.
Aim: How can we read to determine key ideas and details?
Do Now: List strategies you think good readers do to better understand a text
Literature: “The Scarlet Ibis” by James Hurst
Lesson Focus: figurative language: symbolism
Guided Practice:
Symbolism—the use of objects, persons, places, or experiences to represent something else, usually
something abstract. Authors use symbolism to create a visual connection and experience for the
audience. They do this in two ways:
Type EXAMPLE Evidence
1
1
2 Autumn represents a time of transition, perhaps death
The woods represent evil
“The Scarlet Ibis” symbolizes Doodle’s exoticism and transience Leaves turn brown and die,” The
Scarlet Ibis” and 1984 by George Orwell
Woods are dark, To Kill a Mockingbird attack in woods, and woods in Things Fall Apart—Evil Forrest
Like Doodle’s rare personality, the Ibis is also very different. Its stark, red coloring is not native to North
Carolina; however, it is found in the woods behind Doodle’s house.
Figurative Language is the use of words that go beyond their ordinary meaning. It requires you to use
your imagination to figure out the author's meaning. For example, if someone tells you that it is raining
cats and dogs, you know that there are not actually cats and dogs falling from the sky. You know it really
means that it is raining very hard.
E6 period 5 Differentiation: Answer the following questions by picking the BEST choice!
1. What is the theme of “The Scarlet Ibis”?
A. Memories remain clear even with the passing of time.
B. Pride can cause people to be cruel even to those they love.
C. The world of nature is fragile and must be protected.
D. Close friendships are rare among family members.
2. How does the weather contribute to the overall feeling of the story?
A. The weather creates a feeling of confinement.
B. The weather seems oppressive and endless.
C. The weather seems threatening and unpredictable.
D. The weather creates a feeling of lightheartedness.
3. Why is the scarlet ibis an appropriate symbol for Doodle?
A. The scarlet ibis is rare and remarkable like Doodle.
B. The scarlet ibis is small and frightened like Doodle.
C. The scarlet ibis is a bird and Doodle is a bird-watcher.
D. The scarlet ibis is red and matches Doodle’s complexion.
4. What does Old Woman’s Swamp symbolize in the lives of the narrator and Doodle?
A. the sickness and death around them
B. a beautiful escape from reality
C. the dangers of war
D. their future as old men
5. The narrator is motivated to persist with Doodle’s development program by:
A. pride in his own accomplishments
B. pride in Doodle
C. sympathy for Doodle
D. defiance to his parents
6. The winds worn by the people in Doodle’s stories symbolize Doodle’s
A. love of birds
B. desire to move freely
C. wish to travel
D. talent for tall tales
Closure:
How did you do?
For each question that you missed, look at the correct response and think about why that response was
the correct one. What element of the question did you miss when you answered incorrectly? How might
you avoid making that same mistake in the future? If you did not miss any, congratulations! If you did
miss a few, use the following tips when answering questions like these in the future:
1. Read the question completely and all answers completely. Sometimes you can answer incorrectly
just because you didn’t pay close attention to what the question was asking you for, or because you
missed a detail in one of the responses. Take your time.
2. Pay very close attention to questions that ask for the BEST or the MOST LIKELY answer. In these
questions, the test will often trick you because more than one answer could be correct. What you have to
do in these circumstances is think which one is the best.
Activity 11: Teacher will select one of pages from the packet for students to complete. My E6 Class has
already started their packet and will continue to do so in class, then take it home to complete it for
Homework except the last page.
More Challenging Activity: Answer the following Questions in complete sentences
Name______________________________ Ms. Hyde/English 11
“The Scarlet Ibis” – by James Hurst
Study Guide Questions
1. Who is the narrator in the story? What is the point of view?
2. What does the narrator’s mother mean when she says that William Armstrong
might not be “all there”?
3. Why do Doodle’s parents name him William Armstrong?
4. What is the narrator’s reaction to the birth of his invalid brother?
5. What does the narrator help Doodle to learn? What is the narrator’s motivation for
helping Doodle?
6. How does the setting foreshadow what happens in the story? Use text-based
support!
7. What is Doodle’s reaction to the scarlet ibis that goes astray in the storm? What
is the symbolic link between Doodle and the scarlet ibis? In other words, how is
Doodle like the scarlet ibis?
8. The narrator in the story experiences an internal conflict. Explain what he means
when he says that “pride is a wonderful, terrible thing, a seed that bears two vines,
life and death.”
9. To the narrator, love is the most important quality for a person to have. Love can
make a person whole. Love can also break a person’s heart. How did Doodle’s love
for his brother change Doodle’s life?
10. How does the narrator experience a coming of age as a result of Doodle’s passing?
What valuable lesson does he convey to the reader through his flashback?
|
Review Figurative Language and symbolism
|
9/16/11
|
Objectives follow CCS:
• The student analyzes and evaluates the relationship between and among elements of literature:
character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and
resolution.
• Students will illustrate problem solving techniques and Evaluation. The Cooperative Learning
requires Knowledge, Comprehension, and Synthesis through class discussions and levels of questioning
Aim: How can careful analysis and evaluation of a literary work help us better understand the author’s
purpose?
Do Now (Connect): what do we know about the exotic bird the scarlet ibis?.
Mini Lesson: What is a Scarlet Ibis bird
Comprehension Check:
Who are the characters in Hurst's "The Scarlet Ibis"?
What is the setting? (refers to time and place)
What do you think is the central conflict?
Identify the climax of the story.
Literary Devices:
How does the introduction foreshadows the end of the story?
What do you think are the symbolic images in this story?
Identify similes.
Critical Thinking:
Doodle's 'real name' is William Armstrong, why do you think his Brother renamed him?
1. How did you feel at the end of the story? Elaborate and explain in detail.
2. Does Doodle and or his brother remind you of anyone real or in other stories you've read or films you
might have seem? Explain why or why not.
3. Have you had any personal experiences which help you to relate to this story? Describe an example
from your life or another person’s.
4. What is significant about Doodle’s interaction with the bird the scarlet ibis. Find specific quotes from
the text to support your answer.
5. In what way does the narrator’s pride help and also hurt Doodle? Provide textual evidence of both from
the text.
6. The author, James Hurst, grew up in the southern part of the United States. How can we tell that the
story took place in the South? Use at least two quotes from the story to support your answer.
7. Identify Foreshadowing, Symbolism, Imagery, and Characterization. How do these devices help make
the story effective? Offer textual support.
8. Does the story end the way you expect it to? Why does the author choose this ending? What effect
does this conclusion have on the reader?
9. How would you like to have seen the story conclude? Be specific.
10. Why do you think "Brother" isn't identified by name other than Brother?
Cooperative Learning:
After reading the short story “The Scarlet Ibis” by James Hurst, students will assume the role of either a
prosecuting attorney or a defense attorney and prepare persuasive speeches for the jury in regards to
the guilt or innocence of the narrator, Brother. Through this activity, students will see how small details
and symbolic imagery present a case and set the stage or a debate about the criminality of Brother’s
actions. Through the lens of the law, students come to understand the complexities of human
relationships and human suffering.
|
Homework: Complete the handout page assignments. Literary
Elements whatever we discussed in any of the two short stories
discussed in class.
|
9/14/11
|
Objectives:
To recall, define, and record the five main elements of a short story.
The student analyzes and evaluates the relationship between and among elements of literature:
character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and
resolution.
Aim: How do we identify a wide variety of literary elements and techniques in works of literature and how
can such devices
enhance the works ?
Do Now (Connect): Identify and write in your notebooks about a time when you felt disappointed, angry, or
ashamed of someone you care about.
Mini Lesson: Recall the sequence of events and main elements of a story
Character(s) Exposition
Setting Rising Action
Point of View Climax
Conflict Falling Action
Theme Resolution
Comprehension Check:
Who are the characters in Hurst's "The Scarlet Ibis"?
What is the setting? (refers to time and place)
What do you think is the central conflict?
Identify the climax of the story.
Literary Devices:
How does the introduction foreshadows the end of the story?
What do you think are the symbolic images in this story?
Identify similes.
Critical Thinking:
Doodle's 'real name' is William Armstrong, why do you think his Brother renamed him?
1. How did you feel at the end of the story? Elaborate and explain in detail.
2. Does Doodle and or his brother remind you of anyone real or in other stories you've read or films you
might have seem? Explain why or why not.
3. Have you had any personal experiences which help you to relate to this story? Describe an example
from your life or another person’s.
4. What is significant about Doodle’s interaction with the bird the scarlet ibis. Find specific quotes from
the text to support your answer.
5. In what way does the narrator’s pride help and also hurt Doodle? Provide textual evidence of both from
the text.
6. The author, James Hurst, grew up in the southern part of the United States. How can we tell that the
story took place in the South? Use at least two quotes from the story to support your answer.
7. Identify Foreshadowing, Symbolism, Imagery, and Characterization. How do these devices help make
the story effective? Offer textual support.
8. Does the story end the way you expect it to? Why does the author choose this ending? What effect
does this conclusion have on the reader?
9. How would you like to have seen the story conclude? Be specific.
10. Why do you think "Brother" isn't identified by name other than Brother?
Cooperative Learning:
After reading the short story “The Scarlet Ibis” by James Hurst, students will assume the role of either a
prosecuting attorney or a defense attorney and prepare persuasive speeches for the jury in regards to
the guilt or innocence of the narrator, Brother. Through this activity, students will see how small details
and symbolic imagery present a case and set the stage or a debate about the criminality of Brother’s
actions. Through the lens of the law, students come to understand the complexities of human
relationships and human suffering.
Share Out!
|
Homework: Conduct online research on the anything exotic in the
story such as birds and plants. In your own words define the
sequence of events and main elements of a story. Please write
this in your notebooks.
Character(s) Exposition
Setting Rising Action
Point of View Climax
Conflict Falling Action
Theme Resolution
|
9/13/11
|
. Objectives follow CCS:
. Standard 1
. (Reading): Students will use vocabulary development and an understanding of text elements and
structures to
comprehend literary and informational grade level text.
. (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary elements
across genres and
cultures.
. Identify a wide variety of literary elements and techniques found in works of literature and discuss
how such devices
enhance the works
Aim: How do authors use literary devices to advance their plot?
Do Now: Identify and List at least five symbols
1________ 2____________3______________4_________5_________
Some answers may vary: Statue of Liberty, Eagle, Wedding Ring, American Flag, Heart Shape, Peace
Sign, Corvette, Certain Dreams (snakes yikes), Darkness, Seasons, Stop Light Colors, 911.
Mini Lesson Recall the literary term symbol/symbolism:
A symbol is a sign which has further layers of meaning. In other words, a symbol means more than it
literally says. (Signs are literal; symbols are not). An abstract idea beyond the literal.
Notice that a symbol can have more than one layer of further meaning. The more profound the symbol,
the greater the complexity of the layers of meaning (although the symbol itself may be quite simple).
When the author of Ecclesiastes (9.4) tells his readers that it is better to be a living dog than a dead lion,
he uses the literal significance of "dog" and "lion," coupled with their cultural associations, to refer to
conditions of human life. There are three layers (at least) in this saying:
the literal meaning of "lion" and "dog"--two different species of mammal; the cultural associations of both
animals--the lion is noble, strong, courageous; the dog is ordinary, weak, cowardly. the application to
human character: The cultural associations are transferred from dogs and lions to human beings; the
application makes a point about life.
Symbols can have three kinds of association; often a symbol will have all three. The associations are
Personal: We all have associations with things in our experience. One person may have strong affection
for dogs while another person may fear them intensely.
Cultural: Different symbols may have quite different meanings in different cultures. A lion can represent
Christ in Christian culture; in Sumerian culture, the sun represents the god Marduk. In Chinese culture,
dogs represent devotion and faithfulness; in another culture, they may represent impurity.
Universal: Jungian psychology, along with other theories, argues that some symbols have universal
meaning. Lions suggest deity in a variety of cultures, for instance. Trying to discern and express the
universal meaning of a symbol is tricky.
Reading:
. Please take 10 minutes to read the short story "Hills Like White Elephants" by Ernest Hemmingway
and identify (by taking
notes in your notebooks) the symbols and other literary devices in the story.
. Students will then take five minutes and turn and talk about what they think the story is about and
what are the symbols.
Analysis:
What were your thoughts on the meaning of the title of the story?
The story is written in what point of view?
Who are the characters?
What is the setting?
What do you think is the conflict in the story?
Identify the climax of the story
Identify the symbols in this story (pending you know what the story is about)
Critical Thinking Questions: These are generally questions that you would not necessary find in the text:
Inference Based
. How do you think Jig and the American support themselves? Is he one of the members of the so-
called lost generation, a group of
writers who knocked about Europe in the 1920s after being alienated by
American values? Do you think one of them come from
a wealthy family? Why or Why not?
. What do you think is Jig's nationality? The author refers to the man as an American, possibly
implying that she is from England,
Canada, Australia, or another nation where English is spoken.
０. Do you think Jig and the American are single, engaged, or married? It seems likely that they are
single, but the narrator never explicitly
says so.
. What do you think happens to Jig and the American after they leave the train station?
Share out!
|
Homework: Please read through the syllabus, fill out and sign the
last page, and return tomorrow. This counts as a HW grade.
|
9/12/11
|
0. Objectives follow CCS:
0. Standard 1
0. (Reading): Students will use vocabulary development and an understanding of text elements and
structures to comprehend literary and informational grade level text.
0. (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary elements
across genres and cultures.
0. Identify a wide variety of literary elements and techniques found in works of literature and discuss
how such devices enhance the works
0. Recall strategies taught on critical reading. (7 habits of a proficient reader)
Aim: What skills do we need to apply to a literary work when reading critically?
Do Now: List at least 3 problems you encounter when you read
1
2
3
Mini Lesson: Basic Strategies for learning to read critically. The Seven habits of a proficient reader.
What do “good” readers do when they read.
Activating prior or background knowledge: What do you already know about the topic, category, or
genre? Before reading, it is often helpful to create lists and write down everything you already know about
a topic.
Determining importance: Different genres have different characteristics. Not everything we read in a
particular piece of writing is as important as the next. When we read different genres, we look for different
things when we read, for example: Fiction vs. Non-fiction
Asking questions: Readers ask questions before, during, and after reading.
Questions are usually written on “sticky-notes” and placed in the text.
Questions help set purposes for reading.
Questions help with monitoring reading
Visualizing: Creating vivid images in the reader’s mind.
You must use your imagination so that you can:
See, hear, smell, feel, and even imagine tasting what is being described in a text.
Inferring: Trying to figure out what the author means but doesn’t really say…
Retelling, Summarizing, and Synthesizing Retelling: simply retelling what happened in the text.
Summarizing: figuring out what is important and then putting it in simple terms that are easier to
understand. Synthesizing: using information from the text to make predictions and inferences; putting
things together in your mind
Using fix-up strategies: Do you ever miss something when you read? Do you ever skip over something
important by accident? Do you ever miss details? Me too! Fix-up strategies are what proficient readers
use when they miss something important. For example:Re-reading text
Work Period: Let’s now employ the skills we know and apply it to reading “The Travelers” or “The Scarlet
Ibis”. Answer the questions on the handout. Monitor the strategies you use while reading. Identify which
ones you used and did it help?
Share out! Which of the seven habits of a proficient reader do you think is best for you and why?
|
Homework: Please double check Jupiter Grades for your
schedule of classes and assignments. Last chance to return your
syllabus and contract.
|
9/09/11
|
Objectives: Students will use outside perspectives to revise their essay
Aim: How can peer review help us revise and improve our work?
Do Now: Respond in 5 sentences plus to the following Question in your notebook: For what reasons do
we have trouble following the advice of other people?
Lesson
What is peer review?
- Vocabulary word Peer: one that is of equal standing with another : equal; especially : one
belonging to the same societal group especially based on age, grade, or status
Teachers will explain the vital information about peer review.
What: Classmates will read/examine your work and offer constructive criticism about it
How: The reviewer can do so by verbally discussing this with the author, or by leaving written comments
and suggestions on the work itself
Why: An extra or different set of eyes and knowledge can always help the final product.
Work Period Activity
Student work will be collected and distributed randomly to another student, who will read and make
comments about it on a separate sheet of loose leaf.
Students will then read the comments made by their peers.
Students will then take notes on their own paper, with ideas and suggestions and things they’d like to
revise
Final Share
Brief class discussion getting feedback from students on whether they felt peer review helped.
|
Revise your essay due Monday 13th.
Recall parts of speech.
|
9/08/11
|
Objectives:
Students will have a measurable and definitive idea of class policies and procedures.
Students will discover strategies for choosing a significant, narrowed subject and generating specific
concrete details, and to write to learn about autobiography.
Students will produce an autobiographical essay /informational text that shows rather than tells as it
presents a significant main point about you as an individual.
Aim: How can we begin to formulate a plan to attain success in this class?
Do Now: Fill out index cards with pertinent information
1. Last Name, First Name
2. E-mail address (be sure it’s one you use)
3. Parent/Guardian name and phone numbers (daytime
and evening), please note if it is a cell
4. Parent/Guardian e-mail address
5. Name of the best book you’ve ever read
6. What literary genre you most enjoy reading
7. List 1-2 strengths and weaknesses as they pertain to
ELA
8. What you think you’d like to do as a career
Lesson
Teacher/school introductions – Welcome to E5 Regents Prep.
Elicit answers from students
- What are the most important things you can do as a student?
- Explain how important it is for you to succeed in school.
Then go over:
Class policy and procedures
Grading Policy
MsHyde.net
|
Homework due Friday 9/09/11 end of class period: Writing
Assignment # 1 – Mini-Autobiographies
Today and tomorrow you are going to be writing an
autobiographical account.
In your autobiography you must include paragraphs that separate
one idea from another.
This autobiography should help me get to know and understand
you better.
You should also try to write as well as you can since I will be using
these as your first grade!
Your work will be graded out of 4 points using the following
criteria:
1 - Length of writing (2 full pages or a bit more)
2 - Use of supporting details in your writing (Ex: Don’t just tell me
how generous you are, describe a time in which you donated
some of your favorite clothes to hurricane victims)
3 - Organization (you use separate paragraphs when writing
about new ideas)
4 - Writing conventions (you are aware of proper spelling,
punctuation, grammar, etc)
Your work will be graded out of 4 points using the following
criteria:
1 - Length of writing (2 full pages or a bit more)
2 - Use of supporting details in your writing (Ex: Don’t just tell me
how generous you are, describe a time in which you donated
some of your favorite clothes to hurricane victims)
3 - Organization (you use separate paragraphs when writing
about new ideas)
4 - Writing conventions (you are aware of proper spelling,
punctuation, grammar, etc.)
|
| |
|
|
| |
|
|
|
