British Lit--Thursday, Nov 13

Objective: Analyze the intricacies of the novel--TEST REVIEW (test is next Wednesday)

Get in groups and thoroughly discuss the following things:

1. Answer the following questions from the end of the novel

Chapter 11

The boys discuss the option of “cleaning up” before they confront Jack and his gang.  Why? What does this signify?

“But they’ll be painted. You know how it is!” What is so frightening about the boys having painted faces? How have their actions in the book corresponded with the masks they wear? What does this show about humanity?

Why does Piggy cling to the conch—both literally and figuratively? When we better understand what the conch symbolizes, we’ll better understand the answer to this question.

There is a final power play right before Piggy dies—between Ralph and Jack. What does this signify?

What is significant about the conch breaking into a thousand pieces as Piggy is murdered?

Roger and Jack are both considered Savage and Evil, but what makes them different? Is one more vicious than the other?

Chapter 12

If it isn’t Bill, then who is it?  “This was a savage whose image refused to blend with that ancient picture of a boy in shorts and shirt” What or else could Bill be?

What is the indefinable connection that Ralph acknowledges exists between himself and Jack? page 184—think of what each boy represents. Why will Jack never leave him alone?

“He walked slowly into the middle of the clearing and looked steadily at the skull that gleamed as white as ever the conch had done and seemed to jeer at him cynically” (page 185). This comparison between the Lord of the Flies and the Conch symbolizes what?

Why does Ralph feel the need to smash the Pig’s head (Lord of the Flies) to pieces? Is he perhaps trying to rid himself of his own mistakes committed on the Island?

Because Ralph had sense, he was an outcast. Why?

While the boys are hunting Ralph, he compares himself to a Pig, wondering what the Pig would do to escape. What does this show about how he views himself?

What is ironic about the ship seeing that smoke from that particular fire? Also what is ironic about the last line in the text?

2.  Go over all the symbols: Use the internet if you aren't sure what these represent
Glasses
Fire
Conch
Beast/Lord of the Flies
Scar
Characters as symbols: Jack, Roger, Simon, Piggy, Ralph

3. Next discuss themes:Themes—civilization vs. society, Man vs. Man (struggle for power) Man vs. Self (struggle against the inner beast) Discuss any other themes you think are relevant

4. Discuss the Setting--remember setting is both time period and place

5. Did the island destroy the boys or did the boys destroy the island?


HOMEWORK:

Pretend you are interviewing the characters after they get off the island. type 5 GOOD interview questions you would ask Ralph, Piggy, Simon, Jack, Roger, and the Naval officer--30 Questions total

American Lit--Thursday, October 23

Objective: What are Gothic Elements in literature and how to Poe use them in his story "The Fall of the House of Usher?"


1- Students watched a reading/visual of the poem "The Nightmare before Christmas"

2- We learned about Gothic Elements using the Gothic Elements powerpoint

3- We listened to Poe's "The Fall of the House of Usher" and identified gothic elements

Before watching--I told students the basic plot of the story and showed them the trailer from youtube.

HW: None

British Lit--Wednesday, October 22

Objective: How well do you understand Macbeth

Students took their exam--which was the socratic seminar. If you were absent, you'll need to make this test up by coming in and taking an actual written test.

HW: None

American Lit--Tuesday October 21

Objective: Who was Edgar Allan Poe and why are his works considered timeless?


1- Watched the autobiography and filled out the questions. If you were absent, you need to watch this while completing the reading guide.

2- Next we read an informational article about Tuberculosis. Students needed to complete this and turn it in next time. See me for handout.

HW: Finish TB article and questions

British Lit--Monday, October 13

Objective: How does Macbeth end?

Students spent the period watching/analyzing Macbeth ACT 3.

HW. Finish packet 5 and prepare to work on paper next time in class. Remember next period you will have the entire period to work on your paper in the writing lab.

Click here for Paper instructions--

Or read below:

 

On Wed, October 22, we are going to hold our very own question about William Shakespeare’s Macbeth, which you will present to the class for discussion. You want to look at all the questions you’ve asked and use one that you feel you could reasonably answer using logic and evidence from the text. If you do not have the paper, you cannot participate and will have to take a test instead. You still have to do the paper late, with a slacker pass, but the written test is a lot harder than the Socratic Seminar.

Format—

·      Write you question as the title

·      Concise Introduction!!! 2-3 sentences

·      No “I” voice—example “I think” “we see”

·      Avoid summary—focus on analysis

·      Use transitions between examples and/or paragraphs

·      Single space—times new roman—12 font, times new roman-1 full page (you can go onto a 2^nd page if needed)

·      Include a concise conclusion

Your intro will be brief—2 to 3 sentences with your last sentence being your thesis statement (the answer to the question). The rest of the paper will be paragraphs with claims (an aspect of your thesis) followed by evidence and analysis of those examples. Tie backs are also an important part of writing as they refer back to the claim/thesis.  Finally, include a brief conclusion paragraph.

1. Sub claim/ thesis specific topic sentence. It is still a claim, but it relates to your thesis statement and is more specific to an aspect of your thesis statement.

2. Example/Evidence from the text. Use textual support.

3. Analysis--explain HOW your example proves your claim. This can be 3-5 sentences long. This is your analysis, the meat of your paper. This is your chance to show HOW your example is relevant to your thesis statement.

4. Tie back to the claim or thesis

American Lit--Friday, October 10

Objective: Begin "The Crucible" test.

British Lit--Thursday, October 9

Objective: Better understand ACT 4.

We watched/analyzed ACT 4 of Macbeth.

HW. ACT 4 packet

American Lit--Wednesday, October 8

Objective: Wrap up "The Crucible"

Students finished their character maps.
Students listened to test review and we went over how to write better claims about theme.

If there was time, we made connections to our day.

HW. Study for test.
know the following people:

John Proctor, Eliazbeth Proctor, Abigail, Rebeca Nurse, Giles Corey, Betty, Rev. Hale, The Putnams, Judge Danforth, Rev. Paris, Cheever, Mercy Lewis, Mary Waren, and Tituaba.

Know why Arthur Miller wrote "The Crucible." Review McCarthysm. 

Also review how to write an effective paragraph--

Claim-->Evidence-->Explain/Analyze that evidence--> Give another piece of Evidence-->Explain/Analyze that evidence--> 
Tie-Back
 
When you are asked to write about a theme, remember that a theme is universal--can be applied to other texts. Look at the following examples and decide which is a good theme claim (because it is actually using a lesson that can be applied to other texts) and which claims need improvement because they include specific examples from the text (not a theme).



In the Fable "The Dancing Camel," the camel shows the importance of following your dreams. Can the importance of following your dreams be applied to other stories? Yes! It is universal. It is a lesson-- a theme!

In the Fable "The Dancing Camel," the camel loves dancing and continues doing it even when others say she isn't good. This is too specific for a claim about theme. Do you know any other stories where a Camel loves dancing, but gets mocked? No. This is not a lesson that is universal. It is an example from the text that you might use to support a claim about the theme, but it isn't the theme. It's not "the Lesson."

British Lit--Tuesday, October 7

Objective: Better understand ACT 3 of Macbeth.

Students watched and analyzed ACT 3.

HW. Complete ACT 3 packet. Finalize your question for analysis.

American Lit--Monday, October 6

Objective: Complete character Body map in groups

HW. NONE

British LIt--Friday, October 5

Objective:
Better understand ACT 2 of Macbeth.

HW: Complete ACT 2 Packet

American Lit--Thursday, October 2

Objective: How do I characterize John and Abigail?

Students spent the period working in groups of 4 on their character maps. They will have next period to complete them.

HW. None

British Lit--Wednesday, October 1

Objective: How can I better analyze Macbeth using Questions

1- Students took Vocab Quiz

2- I discussed the writing assignment for Macbeth--the Socratic Seminar assignment. Students spent the rest of the period in the library coming up with their focus questions. See me for details.

HW. None

American Lit--Tuesday, September 30

Objective: Who is responsible for John Proctor's death?

1- Continue viewing the film--if you were gone, listen to the play at this link.  (about halfway through)

2- Students complete the responsibility pie chart

Homework:
Finish Pie Chart

British Lit--Monday, September 29

Objective: Understanding ACT I of Macbeth.

We studied ACT I.

Homework: Finish ACT I packet and study for vocabulary Quiz

American Lit--Friday, September 26

Objective: Continue studying "The Crucible"

Students watched ACTS 1 and 2 of the film version

As they watched, students followed along with the character graphic organizer.  

Homework: None

British Lit--Thursday, September 25

Objective: Who was William Shakespeare?

1- Students watched the A&E Biography--as they watched, they wrote down 5 interesting facts they didn't already know about Shakespeare.

2- Students used the purple British Lit Books to find the vocabulary words for the unit--

Homework: Study the Vocab words for a quiz on Wednesday, October 1st.

If you were absent, you'll need to look up the vocab words online, or better yet, come in at lunch and copy the definitions from the book or copy notes from a friend in class. The Quiz will be based on the definitions from the book.

American Lit--Wednesday, September 24

Objective: How have the confessions/accusations spiraled out of control? Who holds the power in Salem?

1- We reviewed characters/plot of ACT I
2- We read/analyzed ACT II and completed ACT II questions. Click on link for assignment
ACT II Questions

 If you were absent, you'll have to read ACT II on your own time and complete the ACT II questions.

British Lit--Tuesday, September 23

Objective: How does the text support the characterization of Evil.

Students took Name Quiz

Students worked on the Beowulf Body Map assignment--Get assignment from Mrs. Jaynes upon your return.

Homework: None

American Lit--Monday, September 22

Objective: How does Mass Hysteria affect Act I?

I went over the "Crucible" cheat sheet--students took notes about basic background about the story and the characters.

As a class, we listened to/discussed Act I.

Homework: None

British Lit--Friday, September 19

Objective:
How do the Anglo-Saxons characterize Evil?

Students got in groups and finished reading the rest of Beowulf--They annotated for examples of how the Anglo-Saxons characterize Evil and how they characterize Good.

Homework: None

American Lit--Thursday, September 18

Objective:  How does fear affect our actions? What is mass hysteria? Why did Arthur Miller write "The Crucible?"

Skill of the day--Students read from their novels for 15 minutes

Activities/Schedule for the day
1- Students completed a free write and then we discussed these as a class--

• Write about a time when you were so afraid that you did or thought irrationally. 
• Paranoid
• We give up our values
• We believe things we normally wouldn't believe
• We become selfish and often only think of ourselves
• We take "Flight" mode
• sometimes we are so afraid, we hurt others
• Irrational thoughts and behavior
• Physically, fear can affect us
• lose control of our actions temporarily

2- Watched a video clip from the TV series "Scare Tactics." Discussed why and how fear allows us to do things we wouldn't normally do.

3- Presentation on the Salem Witch Trials and how their fear drove them to act irrationally. To view
Salem Witch Hunts/Mass Hysteria

4- Students watched a clip about the Salem Witch Trials




5- Students wrote a paragraph answering the following prompt--this was turned in for a grade:
Mass Hysteria Paragraph



Homework: Finish Mass Hysteria Paragraph if you didn't turn it in during class

British Lit--Wednesday, September 17

Objective: What is an Epic?

Students turned in papers and took the 30 Book Challenge Check-in Quiz. A2 Gets a Pizza Party!

1- We read page 2 and discussed the characteristics of an Epic--Students broke into groups and analyzed the movie of their choice (Lord of the Rings, Harry Potter, Star Wars) and found evidence that the ten characteristics were present in these epic films.

2- We watched a clip from the film "Brave" 9:30-14:00. As students watched, they wrote down answers to the following questions: What was important to these people? What did they value? Describe their way of life.

• believed in tradition
• storytelling
• fighting/battle was part of their lives
• "legends are lessons weaved with truth"

3- Introduced Beowulf and discussed how it is written by an Unknown author. Discussed how Epic poems were used for both Entertainment and Education.

Discussed Stock Epithets and Kennings--see packet.

Homework: Read pages 5-11 from poem and annotate for the following questions: How do the Anglo-Saxons characterize Evil? --> Look for characterization of Grendel. How do they characterize Good? --> Look for characterization of Beowulf.

If you were absent, see me for packet. There is nothing to be made up from this day. 

American Lit--Tuesday, September 16

Objective: Who were the Puritans? How did they live their lives?

Skill of the Day--Read for 15 minutes

1- Puritan Inference Game. Students looked at pictures of Puritans and made inferences about who they were and how they lived their lives. Broke into groups and had a relay--who can write down the most efficient list as a group.

2- Students watched a short video clip about the difference between Puritans and Pilgrims

3- Students read Jonathan Edwards sermon "Sinners in the Hands of an Angry God."

• How do they view life and God?
• What motivates them?
• What is important to them?

Students made connections to the text by walking across the Pit of Hell/ Students also annotated and made connections to the text.

 3- Discuss the Puritan Value and beliefs-- Answer the following three questions:

• How is God portrayed in this sermon? How to the Puritans view God and their relationship with him?
• What tactics does Jonathan Edward--the preacher--use to motivate the Puritans? FEAR!!!
• What do the Puritans value? Their relationship with God and others' relationship with God. They tend to judge others for their choices because they all live under the fear of the wrath of God. It makes them feel better that God hates them if they know God hates their neighbor because he didn't go to Church last Sunday.

Homework: Click on the assignment below. This is due at the beginning of class on Thursday

Puritan Research Assignment

Use the following websites to look up your answers:

History.com/topics/Puritanism

Pbs.org/godinamerica/people/puritans

wikipedia

British Lit--Monday, September 15

Reading Day!!!

30 Book Mini-Challenge due on Thursday, September 17 for a pizza party!

Read an entire book and if each class member does....Pizza time!

American Lit--Friday, September 12

Reading Day!!!

30 Book Mini-Challenge due on Thursday, September 18 for a pizza party!

Read an entire book and if each class member does....Pizza time!

British Lit--Thursday, September 11

Objective: what is the theme of Lady of Shalott?

Students were given 30 minutes to finish up presentation. Then each group presented their theme poster and explained their views.

American Lit--Wednesday, September 10

Objective: What is theme? How do I find it in the text? How do I write a paragraph arguing the theme?

Students had the entire period to complete the test. If they finished, they were able to read.

British Lit--Tuesday, September 9

Objective: What is the theme of Lady of Shalott?

Students worked in groups to complete their analysis and their group paper.

Students will have a little time next period to finish up poster and then present to class.

American Lit--Monday, September 8

Objective: Continue practicing identifying the theme and writing about it

Skill of the day--Introductory Phrases--view prezi

1- Students took a quiz on the anatomy of a paragraph
2- Students read "Fish Cheeks" and then wrote a strong paragraph arguing what the theme was.

3- We reviewed/graded student writing to study for the test next time.

Homework: Study for test-- Students will be given a story--Students will have the entire period to read the story, identify the theme, and then write an effective paragraph proving the theme.


REMINDERS--Students need to bring a book to class the next two periods.

British Lit--Friday, September 5

Objective: How do I analyze a poem for theme?

1- Practice Names--students need to know classmates' names for a Quiz on Wednesday, September 17
2- Listened to "The Lady of Shalott"
3- Students started working on The Poem and the Analysis Group Assignment

If you were absent, come to class having read and listened to the poem. You will work in groups next time to begin the Analysis group assignment above--the kids didn't really get to it today. As long as you read and understand what the poem is about, you should be ok.

Things to Consider-- Since I will be out of town the next few periods, here are some reminders:

Tuesday 9/9--Class will be spent in groups, working on the Lady of Shalott Analysis (pink packet) and group paper.

Thursday 9/11--Class will be spent completing Theme poster/presentation for the first 40 minutes. Then each group will present their theme and turn in their poster and their group paper

Monday 9/15-- READING DAY!!! BRING a BOOK to  CLASS

Wed 9/17-- Your Literary Analysis on the book of your choice is due. This paper is MLA 2-3 pages. You are making an argument about your book and writing a paper to prove said argument. You can focus on character, theme, setting, plot, dialogue, point of view, etc.

Also-- Wednesday is the day that the Mini Book Challenge is due.

American Lit--Thursday, September 4

Objective: How do I write an effective paragraph about Theme?

1-Students read for 15 minutes and completed a strategy in their composition book
2- Students took notes as they viewed this prezi. If you were absent, download the handout and watch the prezi--THERE IS A QUIZ ON THIS INFO ON MONDAY.
3- Students chose one of the two fables to read and write about. Students read the fable-extracted the theme-and wrote a strong paragraph supporting their claim (their claim is the argument they are making about the theme). If you were absent, complete the application page.

Homework: Study for Quiz on Claim/Evidence/Explain/Tie-Back

British Lit--Wednesday, September 3

Objective: What exactly can I analyze about literature?

1- Students brainstormed a list of books they have recently read or books they are familiar with--they love these book; they can talk about the books.

2-Students watched the Book Trailers for the book Mistborn in order to better understand a student example essay that we read/discussed/analyzed as a class.

Student example Essay

3- Students broke into groups and become an "expert" on one of the 9 things to consider when brainstorming for a literary analysis taken from the handout--Writing a Literary Analysis Paper

4- Students presented their 2 minute lesson to the class.


Homework: Students have two weeks to write a 2-3 page analysis (MLA format) on a book of their choice. They can focus on any of the 9 types of analysis that we discussed in class today. This paper is to be your best work, but I will use it to gauge where students are in their writing.

Due Wednesday, September 3

Hint--Write about a book you like!

American Lit--Tuesday, September 2

Objective:
How do I identify the theme in multiple genres?



1- Students broke into small groups and looked at various texts to determine theme: A fable, a song, Art work, a movie clip, and a children's book. Each group read the text and then worked out Topic--Theme--Thesis. Click on link for Theme Stations

If you were absent, you can make this up at home using the three texts below. To get credit, you must show the process of all three texts by doing it on the Theme Stations handout. Turn it in to the late work/absent basket. (This took the entire period, so plan on it taking about an hour at home)
Fable
Song
Art



Homework: None--Remember to keep reading for the 30 Book Challenge. Remember to bring a book to class each day!!!

British Lit--Friday, August 29

Objective:
How do I identify the theme in multiple genres?

1-Students turned in their homework (The Necklace Topic--Theme--Thesis)

2- Students broke into small groups and looked at various texts to determine theme: A fable, a song, Art work, a movie clip, and a children's book. Each group read the text and then worked out Topic--Theme--Thesis.

If you were absent, you can make this up at home using the three texts below. To get credit, you must show the process of all three texts by doing it on a separate piece of paper. Turn it in to the late work/absent basket. (This took the entire period, so plan on it taking about an hour at home)
Fable
Song
Art


Homework: None--Enjoy Labor Day weekend.

American Lit--Thursday, Aug 28

Objective: What is a theme? and How do I find it?

1- Read and discuss the article about why we read literature.
2- Topic-Theme-Thesis

3- if you were absent, click here for help.

Homework--

None

British Lit--Wednesday, Aug 27

Objective: What is a theme? and How do I find it?

1- Read and discuss the article about why we read literature.
2- Topic-Theme-Thesis

3- if you were absent, click here for help.

Homework--

Read The Necklace( you can find it here ) and type up the topic-->Theme-->Thesis

American Lit--Tuesday, August 26

Objective:
How do I get excited about reading?

1- 30 Book Challenge Prezi

2- Students spent the rest of the period (40 minutes) completed their "Go To" Reading List

Homework:

Bring a book to class...for points!

British Lit--Monday, August 25

Objective:
How do I get excited about reading?

1- 30 Book Challenge Prezi

2- Students spent the rest of the period (40 minutes) completed their "Go To" Reading List

Homework:

Read and annotate the packet--I can't upload it, so if you were absent, you'll have to come pick it up from me or get it upon return.

American Lit--Friday, August 22

Objective: How do we create a classroom community?

1- Students took school pictures
2- Students watched the youtube clip Unity is Strength
and we discussed how the principles in the commercials could apply to our class community.
3-Reviewed and signed Social Contract

Homework:
Get all class materials. I will be checking them off for points

• composition book
• Binder (3 Ring)
• sticky notes--medium size

British Lit--Thursday, August 21

Objective: What are the behavior expectations in this class? How do we create a class community?

1- Students had their pictures taken (30 min)
2- Students watched a Unity is Strength youtube video and wrote down how concepts from the commercial and discussed how they related to creating a classroom community
3-We read, discussed, and signed the class social contract

Homework:
Bring all class materials for points

American Lit--Tuesday, August 19

Objective: What are the expectations of this class?

1- Riddle Game--> to introduce the disclosure document.

2-Students create their own riddles for one aspect of the disclosure document (homework, late passes, tardies, absences, blog, etc.) and then present them to the class.

3-We then discuss the disclosure document as the riddles unfold

4- If there is time, an All About Mrs. Jaynes/Mrs. Wahlin powerpoints.

Homework:
1-Get the disclosure document signed.
2- Complete the "All About Me" handout

British Lit--Tuesday, August 19

Objective: How can I do well in Honors English? Who is this lady? (Mrs. Jaynes)

1- Went over seating chart--started learning names
2- Read/discussed disclosure document--students need to be familiar with disclosure document for a potential pop quiz
3- Some classes watched an "All About Mrs. Jaynes" prezi if we had time.

Homework:
1- Get disclosure document signed
2- Complete All About Me assignment

Thursday, March 20

Objective: Let's understand Wuthering Heights

See wuthering Heights Background powerpoint

Homework: 
Read chapters 8-10
Prepare for Quiz on 1-10 including an honesty declaration that you actually read 1-10.

American Lit--Friday, Feb 7

Objective: How does Setting affect the characters in my novel?

1-30 Minutes of reading
2- Lesson on Setting--Powerpoint
3- Students worked in groups on the following assignment (if you were absent, complete on your own)
  Setting Assignment

Homework:
1- Read assigned pages from your book
2-Complete Day 2 of reading guide
3- (optional but encouraged) complete questions 1-15 on the English section of the ACT. If absent, come get this from me.

Have a lovely weekend!

British lit--Tuesday feb 4

No draft due tomorrow

British Lit--Wednesday, Jan 29

Objective: What is Scope? How do I effectively outline my paper?


1- Class discussion/lesson on scope. See notes in photo below. The main point was that everything you include in your paper needs to be within the scope of your thesis--In other words, everything you include needs to either directly tie back/relate to your thesis (argument) OR it needs to be background info that sets the foundation for a later paragraph that does directly prove your thesis.

2- Students worked on an outline activity--This is something that you can get from Mrs. Jaynes to make up for points.

Homework:

Students need to type an outline for their paper. Outline should include a thesis statement and then an informal explanation about what they need to include in each paragraph to both prove their thesis AND stay within scope (remain focused on the paper). Each part of the outline should include 1-2 sentences explaining what they should include in each paragraph.  TYPE AND BRING TWO COPIES OF OUTLINE!!!

REMINDER--books are due on February 10th. If you do not have a copy of your book on that day, you will be put with the other kids who don't have a book and I will assign one to you. Not as fun. Trust me.

American Lit--Tuesday, Jan 28

Objective: How do I write an effective argument?
--> What's a concession
-->What is MLA format

Students completed an MLA review activity--If you were absent, you'll have to make this up on your own time for points.

Students also learned how to write a concession paragraph--see Mrs. Jaynes for the handout on this so you can ensure this part of your paper is done correctly.

Homework: You are turning in your packet tomorrow for one final check off--students need to have up to page 18 completed!!!

REMINDER--Your books are due on February 5th. If you do not have your book by this date, you will be assigned a book by me.

British Lit--Thursday, January 16

We spent the day in the library researching for our upcoming paper.

If you want to use any of the sites through the media center, please click on the link below for passwords:

Passwords to use from home


Homework: Get parental signature for your lit circle

British Lit--Monday, January 6

We spent the day in groups working on the Mid-Year Review study guide.

Homework: Finish review packet and prepare for final which is on Wednesday, January 8

English 11 Honors

Mid-Year Review

Jaynes

Beowulf

Who wrote it?

When was it written?

What is an Epic poem, what are its characteristics, and why does is Beowulf considered an Epic poem?

Who were the main characters in story and what were their main actions?

What significant quotes stand out?

Macbeth

Who wrote it?

When was it written?

Who were the main characters and what were their main actions?

What significant quotes stand out?

Review Shakespeare vocabulary from your list—if you lost this, see blog on September 24th

Lord of the Flies

Who wrote it?

When was it written?

Who were the main characters in the story and what were their main actions?

What significant quotes stand out?

Review the symbols that we went over in class—both characters and object

Dr. Jekyll and Mr. Hyde

Who wrote it?

When was it written?

Who were the main characters in the story and what were their main actions?

What significant quotes stand out?

Review the Victorian Era notes