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!!!