Honors English II Fall 2013 Ms. Wise

1. Honors English IIFall 2013Ms. Wise Welcome! Please take a seat according to the number next to your name on the roster. Pick up a syllabus from the front table! Take out a piece of paper and a pencil.

2. (H) English II: Modern World Literature and Thought • Hold high expectations of yourself! This is an honors course. I’m excited to see how you contribute. • Main texts: The Alchemist, Night, The Book Thief, Persepolis, and Twelfth Night • Minor Assignments: Reading homework, journal entries, class activities, discussions • Major: Narrative Portfolio, Night Test, Argument Analysis Essay, Socratic Seminar, In-class essays, 1 Current Event presentation, Midterm, Final

3. Required Materials • Please have these by Wednesday! • 3-ring binder or folder solely devoted to this class (for handouts and returned work) • 1 notebook solely devoted to this class (This must be in class EVERY DAY!)

4. Grade Breakdown • Formal Assessments (Tests, Essays, Projects, etc.): 70% • Informal Assessments (Quizzes, journals, homework, class activities): 30% • Midterm: 20% • Final: 25%

5. Contact Information • emmalineb.wise@cms.k12.nc.us • Check the Wiki for weekly agendas, due date reminders, and note downloads: • http://wiseenglish.cmswiki.wikispaces.net/home • All of this information is posted outside of my door on a QR code. Scan this with your smartphones on the way out! • 10 Questions: Come up with 10 questions you want to ask me, either about the course or me.

6. Watch: Google Zeitgeist 2012 • What did the world Google in 2012? • On a piece of paper, respond to the following questions: • How many of those world events do you remember? Why do you think you remember those events? • How do you learn about world events or news? What sources do you use? • On a scale of 1-10, 10 being exceptionally aware of national and world news and 1 being pretty clueless, where do you fall?

7. Intro. to You: Book Synopsis • On a piece of paper, respond to the following prompt. You will be sharing this with others! 1. If someone were to write a book about your life up until this point, what would the summary on the back say? Give your book a title. Respond in 1 paragraph. 2. If someone were to write a book about your life in 10 years, what would be added to the summary? Give your book a title. Respond in 1 paragraph.

8. Reading & Discussion Survey • Take a few minutes to answer the questions as specifically as possible. You need only write 1-3 sentences per question. • You will have a chance to share your answers! I want to know how you feel about reading and discussion, as our class is very focused on those two components.

9. Homework • Have your syllabus signed and turned in by the beginning of class on Wednesday! • Please bring in a notebook and binder/folder as soon as possible.

10. Honors English IIFall 2013Ms. Wise Tuesday, 9/27 Please take a seat according to the number next to your name on the roster (same seats as yesterday). Take out your journals (or a piece of paper) and a pen/pencil.

11. A Note on Journals: • Make sure you clearly label and date each journal entry. You may have more than one entry per day. • Notes should be labeled and taken in journals. • Journals will be checked once per quarter for completion and quality. If you do your work well during class, this should not worry you.

12. Journal: Symbolism & Theme • Write your own definition of “symbol” in terms of literary devices. • Write your own definition of “theme” in terms of literary devices. • What symbols and themes from literature have you noticed? What symbols and themes have been taught to you in class? Please name specific books or films in your explanation. • Do you think authors consciously place symbols, themes, or other literary devices in their work? Why or why not?

13. View & Discuss: Famous Authors on Theme • Do we think these authors are being truthful or facetious? Why? • What can we learn from these insights? • The Paris Review

14. Close Reading Discussion • What do you know about close reading? Have you heard the term before? • What do you think the benefits are of close reading? How might it help you in your future?

15. Notes: What is Close Reading? • Observing carefully what the author has presented to us. • Avoid imputing to the author any visions, arguments, or ideas that aren’t evident in the text. • Avoid wandering from the experience in the text to think only about experiences of our own, substituting our ideas or story for the author’s. • Avoid parroting the judgments and interpretations o f others for our own assessment of the text.

16. Close Reading Practice • We will read “She Unames Them” as a class. • As you read, your sole responsibility is to circle/underline anything you think is important AND write questions about anything that confuses or interests you. • Next, share ONLY your questions with the people in your row. Do NOT try to answer the questions yet! • What are our main questions as a class?

17. Our questions:

18. Smaller Focus Groups • In your rows, fill out a piece of paper with the following observations from the text: • Group 1: Confusing/unfamiliar words • Group 2: Outline the basic plot/characters • Group 3: Identify and explain literary elements • Group 4: Identify passages that relate to larger ideas (text to world)

19. Homework • Have a notebook by tomorrow! • Turn in your signed syllabus by tomorrow. Place it in the bin. • Vocab. List 1 Quiz on Friday!

20. Honors English IIFall 2013Ms. Wise Wednesday, 9/28 Please take your seat. Turn in your signed syllabus for points! Take out your journals to be checked and a pen/pencil.

21. Vocab. List #1 • Write down the words in your journals (label the list clearly) or a piece of paper if you don’t have a journal today. You will later cut/paste your written list in your journal. • We will practice with these words for a few minutes each day. • You will have quizzes on Fridays.

22. Four Corners Directions • I will put a statement on the board. You will decide whether or not you strongly agree, agree, disagree, or strongly disagree with that statement. • When I say “go,” go to the designated area and discuss your reasoning with those in your group. • Be prepared to share out! I will ask for volunteers to share their opinions.

23. School should be mandatory for everyone under the age of 16.

24. Standardized testing is the best way to figure out all that a student knows about a subject.

25. I feel like I get to show off my academic talents in every class I take.

26. Creating a painting to represent a book takes the same amount of effort and time as writing an essay about a book.

27. Are schools “killing” creativity? • Read the NPR article “New Reading Standards Aim To Prep Kids for College- But At What Cost?” • Take a stance. Using your knowledge of high school English content and the information presented in the article, argue for or against the new reading standards (2 paragraphs in your journals). Be prepared to discuss your thoughts!

28. Video & Discussion • Schools Kill Creativity TED Talk • As you watch, write down questions, quotes, or comments you would like to share in our class discussion. • Changing Education Paradigms

29. Discussion Questions 1. How do you view the current education system in the United States? Is it fair to everyone? 2. Who do you think benefits the most from our educational system? 3. Do you think standardized testing is a negative or positive goal for schools? Do you think they are fair assessments of your knowledge? 4. What experiences have you had in school where a class/teacher has fostered your creativity? Explain. 5. Do you agree or disagree with Sir Ken Robinson overall? Why?

30. The Current Event Presentation • Sign up for one day this semester (Wednesdays and Fridays) • Make sure it contains three components: A visual or video, an article, and 5 discussion questions. • Please give me your article and discussion questions the DAY BEFORE you present. I will make copies for you. • Your presentation should last about 15 minutes. • This will be worth a formal assessment grade.

31. Homework • Finish reading the story of Joseph in your packet. • Answer the circled questions on the last page on a separate sheet of paper! You need only write a few complete sentences per questions. • This will be your first “legit” homework grade!

32. Honors English IIFall 2013Ms. Wise Thursday, 9/29 Please take a seat according to the number next to your name on the roster. Take out your journals so I can check your homework!

33. Journal 8/29: What makes a hero? • Write down your definition of a “hero.” What qualities does he/she have? • Write down as many examples of a hero as you can think of (real life, books, movies, etc.)

34. Vocab. List 1 Exercise (15) • In your journals, write down a synonym for each of the vocabulary words. • When you’re done, write 5 sentences. Place the vocabulary words OR their synonyms within the sentences. • On my prompt, pass your sentences to the person in front of you. They will check your sentences for correctness. • Please sign your name on the paper that you correct!

35. Responding to Joseph: “The Dreamer Cast Down” 1. Why do Joseph’s brothers dislike him? 4. When the brothers are plotting to kill Joseph, they say, “Here comes this dreamer.” Why do you suppose they use that word to show their hatred? People generally seem to be a little uneasy with those who have or claim to have unusual mental powers. Why do you think that is? 5. What is your initial impression of Joseph? 7. To what extent is Joseph to blame for his difficulties? To what extent is he personally responsible for his successes?

36. Notes 8/29: The Hero’s Journey • Fable: a short tale to teach a moral lesson, often with animals or inanimate objects as characters (i.e. Aesop’s fables) • A fable can also be • comical • a story about supernatural or extraordinary persons • Ex. Aesop’s fables, Greek myths, legends • Origins: • 1300s • Latin • Early forms meant “to speak/tell” and “animal story”

37. Parable: a short allegorical story designed to illustrate or teach some truth, religious in principle • OR a statement that conveys a meaning indirectly by the use of comparison or analogy • Origins: • Early 14th century • Derived from Greek and Latin • “Comparison” and “alongside” are early forms

38. A Summary of The Hero’s Journey • Departure • The call to adventure (Your world will change!) • Refusal to the call (due to fear, insecurity, etc.) • Supernatural aid (magical helper) • Crossing of the 1st threshold (the hero leaves his/her known world) • The belly of the whale (the hero’s first lowest point)

39. B. Initiation • The Road of Trials (a series of tasks) • Love Interest (often with a woman as a “temptress”) • Atonement with the father (becomes one with a god or power and a new self is created) • Apotheosis (the hero defies death) • Achievement of the Goal (finds the grail, completes the quest, etc.)

40. C. Return • Refusal of the Return (the hero doesn’t want to return to normal life) • Crossing of the Threshold (the hero integrates new wisdom into his/her everyday life) • Freedom to Live (the hero is free of the fear of death and has no regrets)

41. Example: Harry Potter

42. Ex.: Hercules (Disney Version)

43. Homework: • Answer the circled questions for the part of the story we read in class today. • Answer these in your journals in complete sentences! • Study for your quiz on Vocab. List 1 tomorrow!

44. Honors English IIFall 2013Ms. Wise Friday, 9/30 Please take a seat according to the number next to your name on the roster. Take out your journals (or a piece of paper) and a pen/pencil.

45. Application: Joseph’s Story • Group Work: In groups, try to outline Joseph’s story to the Hero’s Journey Outline. • You may do this with a simple outline, plot line diagram, or picture chart, but the steps of the hero’s journey should be clearly labeled! • You will be sharing this with the class.

46. The Story of Narcissus • Watch • What is the moral of this story? Explain using examples from the text. • Is it a fable, parable, or something else? Why do you think so? • Consider the last line. Do you agree with the Alchemist’s opinion of the story? Why or why not?

47. Homework: • Read pages 3-47 of the The Alchemist over the long weekend (Part 1). • In your journals, write down 5 discussion questions about The Alchemist that you would like to ask the class. • Consider characterization, symbolism, theme, plot, etc. when writing your questions. • Make sure the questions can be answered with more than just a “yes” or “no”!