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  1. English 11-1 Agenda Spring 2014

  2. 28 January 2014 • Welcome to Ms. Chaga’s 11-1 English Class! • Daily Question (#1): If you had to lose one of your senses, which would you choose? Why? • Vocab (#2) • Syllabus (#3) • SSR Choices (www.mschaga.pbwiki.com) • SSR Project Assignment Sheet (#4) • Letter of Introduction (#5) • Summer Reading Reflection (#6) • Quizzo • HOMEWORK: 1. Letter of intro due TOMORROW 2. Syllabus, binder, SSR choice due FRIDAY 3. Summer Reading Reflection due on Google Drive MONDAY **invite coming

  3. 29 January 2014 • Daily Question: List your top 2 or 3 choices for SSR and explain what interests you about those books in particular. • Vocab • Business items: Seats, Letters, Summer Reading Reflection Questions? • Themes Practice and Discussion (#7)– Pulse app or www.Pulse.me • HOMEWORK: 1. Syllabus, Binder, SSR choice/signature due FRIDAY 2. Summer Reading Reflection due by 3 pm MONDAY

  4. OFF THE LIST • Go Ask Alice • Philadelphia Fire • Perks of Being a Wallflower • To Kill a Mockingbird

  5. 30 January 2014 • Daily Question: What literary techniques might/do authors use to convey theme in a text? Any examples? (This is a tougher question; just try ) • Vocab • ”On The Spot” • Themes Practice and Discussion (cont.) (#7) • Literary Elements and Techniques (#8) Plus (+) for know well, (*) for maybe know, (-) never heard Glossing (#9) • “Story of an Hour” (#10) • HOMEWORK: 1. Read/gloss “Story of an Hour” for MONDAY 2. Summer Reading Reflection for TUES 2. SSR texts for WED 3. “On The Spot” for MONDAY (I will tell you tomorrow) 4. Binder/Syllabus/SSR choice technically due tomorrow

  6. “On the Spot” • 1 person each day (we’ll start with 2 to get the hang of it) • Each person should be prepared with a question or problem for the class to discuss • Questions should be text-centered, but not plot-based • Should be based on what we are reading or have read • Should stimulate debate, interpretation, discussion, analysis…etc. • Examples: • Ambiguous, specific, and/or troubling imagery, diction, literary technique • “I’m not sure how this metapor works…” • Is the author/speaker suggesting _________ when she writes _______?” • “The image of ________seems contradictory and I want to know what people think.” • Character analysis • “I’d like to discuss why __________did ________. What was his motivation?” • “_________contradicts herself when she ___________.” • Irony and Tone • “I’d like to ask what people thought of the tone of this passage…” • Is the speaker being critical of the character when he says…” • Socio-political readings/reading through a “lens” • “Why are the women/men in this text portrayed as _______________? • “I think the speaker wants to make a political point when he says _________.”

  7. “On the Spot” Continued • Keep it simple. • I noticed… • I was surprised by… • I thought it was strange that… • I’m wondering why the author would… • 20 points • 20: Amazing questions; stimulated thought and discussion • 16: Good questions. We talk about them. • 12: A question. • 0: Not prepared • (credit to Mr. Mullen for concept)

  8. 31 January 2014 • Reminders! • I will collect/check the following things on MONDAY: • Syllabus signature • Binder • SSR choice signature sheet • QOD sheet from this week (mark today with “Wing Bowl”) • “Story of an Hour” Glossing • HOMEWORK: 1. See above. 2. Summer Reading summary and reflection due TUESDAY 3. SSR texts for WEDNESDAY 4. Read “YGB” for MONDAY

  9. 4 February 2014 • Daily Question: Nathanial Hawthorne descended from John Hathorne, one of the Salem Witch Trial judges. Many historians speculate that Hawthorne added the “w” to his name as a means of distancing himself from his great-grandfather’s legacy. How does this revelation impact your reading of “YGB”? • Vocab • BUSINESS ITEMS: 1. Check binder/ collect syllabus 2. Collect SSR signature sheet 3. HOLD ON TO YOUR QOD 4. Collect Summer Reading Summary **I will check Google Drive at 7. • Review terms (#8) + (KNOW), * (maybe know), - (DON’T KNOW) • “Young Goodman Brown” (#11) Gloss with focus • “YGB” Group Study Questions • HOMEWORK: 1. SSR TOMORROW 2. Literary Elements Common Quiz (80%) on FRI

  10. “Young Goodman Brown” • GLOSS with focus on… • AUTHOR’S PURPOSE • SYMBOLISM • THEME • ALLUSION

  11. 6 February 2014 • SSR– 30 minutes (LOG– date, pages read, summary, reaction= take note of mood, tone, characters, conflict, point-of-view etc.) • Daily Question: What is the author’s purpose in YGB? What point does it seem to argue? Explain. • Vocab • YGB quiz (#12) and discussion • “A Good Man is Hard to Find” (#13) • Gloss with a focus on tone, author’s purpose, characterization, mood change, point-of-view and symbolism. • HOMEWORK: 1. Read/gloss “AGMIHTF” for TOMORROW 2. On the Spot = Michael and Katie 3. OSCAR Lit Elements Quiz (80%) *changed* to MONDAY

  12. 7 February 2014 • SSR– 30 mins (LOG) • Daily Question: What is the comment about human nature that the author is making in “A Good Man is Hard to Find”? Explain. • Vocab • On the Spot • “A Good Man Is Hard to Find” Quiz (#14) • HOMEWORK: 1. Literary Elements Quiz (80%) MONDAY!

  13. 11 September 2013 • No Daily Question/Vocab • 102 Minutes • Response: Choose a medium to react to the documentary. It may take any form that you wish (poem, journal entry, photo, drawing, short story…etc.). • HOMEWORK: 1. “A Good Man Is Hard To Find” Writing Activity TOMORROW (bring your glossed text) 2. On the Spot = Michael and Emily 3. SSR Tomorrow 3. Literary Terms Short Story Quiz on FRIDAYExplain The Misfit’s statement, “She would have been a good woman…if it had been somebody there to shoot her every minute of her life.”

  14. 12 September 2013 • SSR– 30 minutes • Daily Question: Identify 2 examples in pages 1-2 of AGMIHTF of direct characterization of the grandmother and explain why the author includes this description. • Vocab • Review Lit Terms for Quiz with AGMIHTF questions • “A Good Man is Hard to Find” Writing Activity (#14) • HOMEWORK: 1. Lit Terms Quiz TOMORROW (bring a pencil)

  15. Terms to Understand • Characterization • Climax • Connotation • Diction • Inference • Irony • Mood • Point of View • Symbol/symbolism • Theme • Tone

  16. 13 September 2013 • Literary Terms Common Quiz (#2 pencil, you MAY write on/gloss the story and the quiz) • Daily Question : What adjectives (try to come up with at least 2) best describe the tone of the note? Use evidence to support your choices. • Vocab • Analyzing rubrics (multiple pages) (#15) and rubrics (#16-21) • Peer Review/ Rationation (#22) • HOMEWORK: 1. Gatsby Chapter 1 due TOMORROW 2. On the Spot –

  17. Gentlemen: I received your letter today by post, in regard to the ransom you ask for the return of my son. I think you are a little high in your demands, and I hereby make you a counter proposition, which I am inclined to believe you will accept. You bring Johnny home and pay me two hundred and fifty dollars in cash, I agree to take him off your hands. You had better come at night, for the neighbors believe he is lost, and I couldn’t be responsible for what they would do to anyone they saw bringing him back. Very respectfully, EBENEZER DORSET

  18. Rubric Analysis 1. Keystone Persuasive Rubric 2. AP English Lit Rubric 3. PA Writing Rubric 4. ACT Writing Rubric 5. SAT Writing Rubric 6. Common Core Standards Rubric

  19. Combined Groups (Block 3) GROUP 1  Taylor, Scott, Claire, Kevin, Liam, Nate GROUP 2  Cristin, Jackie, Shannon, Joe, Zech, Brianna, and Sam GROUP 3 Emilie, Sarah, Owen, Gillian, Michael, Zach, and Pat

  20. Combined Groups (Block 4) GROUP 1  Lara, Austin, Rebecca, Shannon, Joey, and Jamila GROUP 2  Sean K, Sarah, Kris, Noa, Regan, Pat, and Gianna GROUP 3  Sean M, Mary, Jessica, Ainsley, Julia, and Kerri

  21. 10 February 2014 • Daily Question: What skills do critical readers use when beginning a new text and making inferences? • Vocab • Literary Elements Common Quiz *use “Story of an Hour” • Gatsby Ch. 1 Anticipation Guide(#15) • Gatsby Background Lecture (#16) • Begin Ch. 1– gloss for connection to Background Lecture ** You DO NOT need to read the last page. • HOMEWORK: 1. Finish Ch. 1 for TOMORROW 2. On the Spot = Kassidy and Curtis

  22. 11 February 2014 • Daily Question: Synthesize your knowledge of the background of this text (#16) and the specifics of chapter 1 and write one arguable statement. • Vocab • Inferences • Evaluation Chapter 1 • “On the Spot” – Kassidy and Curtis • Hidden Rules of Class (#17) • HOMEWORK: 1. Chapter 2 and 3 due FRIDAY (Shannon and Luke– 2, Ethan and Sara– 3)

  23. 12 February 2014 • SSR– 30 minutes + log • Daily Question: Interpret the oxymoron: “two friends whom I scarcely knew at all.” (Nick referring to Tom and Daisy) • Vocab • “People Like Us: Social Class in America” • Day 1 (#18) • HOMEWORK: 1. Gatsby Chapters 2-3 due FRIDAY (On the spot– 2: Shannon/Luck, 3: Ethan/Sara)

  24. 18 February 2014 • Daily Question: What do you think Fitzgerald wishes to convey about Gatsby’s parties through the incident with the drunks and the car and the husbands and wives arguing? • Vocab • *collect “People Like Us” Day One Reactions • On The Spot (Review)– • Chapter 2: Shannon/Luke • Chapter 3: Ethan/Sara • HOMEWORK: 1. Chapter 4 due THURSDAY (quiz on 2-4) 2. Chapter 5 due FRIDAY

  25. 19 February 2014 • SSR– 30 minutes (+ log – summary/literary term analysis) • Daily Question: Nick comments that the people at the party conduct “themselves according to the rules of behavior associated with an amusement park” (41). Analyze what is being conveyed by the comparison. • *No vocab– quiz MONDAY • “On the Spot” Ch. 3 (Ethan/Sara) • “People Like Us” Day Two (also #18) • HOMEWORK: 1. Chapter 4 due TOMORROW (quiz on Ch. 2-4) 2. Day Two Reflections due TOMORROW 3. Chapter 5 and 6 due MONDAY

  26. 20 February 2014 • Ms. Chaga @ Model UN • Gatsby Chapters 2-4 Quiz • Daily Question: Analyze the techniques used to develop the character of Wolfsheim. Cite specific evidence to support your claims. • Marxist Theory (#19) • HOMEWORK: 1. Vocab Quiz MONDAY 2. Chapters 5-6 due MONDAY

  27. 21 February 2014 • Ms. Chaga @ Model UN • SSR– 30 minutes • Daily Question: Why do you believe it is important to Gatsby that Daisy see his house? Explain. • “Gatsby and Marxism” (#20) • “Marxism Continued” (#21) • HOMEWORK: 1. Vocab Quiz MONDAY 2. Chapters 5-6 due MONDAY

  28. 24 February 2014 • Vocab Quiz • Daily Question: Who IS Jay Gatsby? Analyze your newfound knowledge of his past through a Marxist perspective. • Finish Marxist Criticism paragraphs (Marxism Continued = #21) • HOMEWORK: 1. Chapter 5 “On the Spot” = Ruben and Alan , Chapter 6 “On the Spot” = Janelle and Brandon 2. Chapter 7 due WEDNESDAY (“On the Spot” = Joe and Ciara)

  29. 26 February 2014 • SSR– 30 minutes (+log) • Daily Question: Interpret the following metaphor from chapter 7 and explain the context in which it takes place: “Her voice is full of money” (120). • SO many “On the Spot” people  Ruben/Allen (5), Janelle/Brandon (6), “People Like Us” Day 3 (still #18) • HOMEWORK: 1. “People Like Us” Day 3 Reactions for TOMORROW 2. Relax with the Gatsby reading…make sure you’re caught up through Chapter 7. (Joe/Ciara – hold onto your “on the spot”)

  30. 27 February 2014 • Daily Question: Interpret the following quotation in relation to the documentary and The Great Gatsby: • “What a man is depends on his character; but what he does, and what we think of what he does, depends on his circumstances. The characteristics that ruin a man in one class made him eminent in another.” – George Bernard Shaw • Finish “People Like Us” (#18) • “People Like Us” Discussion/Gallery Walk • Chapter 7 will be discussed on MONDAY (8-9 due TUESDAY) • HOMEWORK: 1. See above regarding the reading. 2. SSR Tomorrow

  31. 28 February 2014 • SSR– 30 minutes (log) • Daily Question: Is there a way to reconcile the push to “be all you can be” with the pull to “stay true to your roots”? Explain. • HOMEWORK: 1. Chapter 7 discussion MONDAY 2. Chapters 8-9 due TUESDAY (if snow day, all due TUESDAY)

  32. 4 March 2014 • Daily Question: Step one: List 4 words that describe you. Step two: Think of synonyms for these words (you may use phone thesaurus). Why did you not choose the synonym instead? What made your word “better”? • Vocab • “Shades of Meaning” Connotation Contest– (#22) • On the spot Chapter 7– Joe and Ciara • Connect Rhetorical Choices to Meaning (#23) • In pairs, complete Diction example • HOMEWORK: 1. For TOMORROW “On the Spot” Ch. 8 = Emily and Sean and Ch. 9 = Christina and Erin 2. Complete an example of Imagery tonight! 3. Gatsby exam will be TUESDAY

  33. Friendly vs. Cordial • Intelligent vs. Level-headed • Silly vs. Airheaded • Open-minded vs. Tolerant • Optimistic vs. Quixotic

  34. Diction Example #1 • The word “overpopulated” used to describe Gatsby’s lawn at a party conveys extravagance because Gatsby lives in excess. This is significant because “overpopulated” not only represents the high number of people at one of his parties but also Gatsby’s all-consuming goal in life to want more and have more. Examples of this reflection include the gaudiness of Gatsby’s mansion, the overabundance of food, and the overall lack of real friendship; Gatsby attempts to fill an empty void with empty excess.

  35. Diction Example #2 • The word “moths” used to describe those who attend Gatsby’s parties conveys impersonality because moths are insignificant, bland-looking, and flock dumbly to light. This is significant because the guests who go to Gatsby’s parties do not know him personally and instead use him for his parties. They are characterized as similar-looking and behaving, and they migrate to Gatsby’s parties like moths to a light.

  36. Diction Example #3 • The word “throbbing” used to describe New York traffic conveys heightened excitement since the lanes of the city street are overcrowded during rush hour. This is significant because Fitzgerald is able to illustrate the chaotic sense of city life; it tells the reader about New York’s atmosphere in the 1920s. • Focus on the WORD– what is throbbing like? How could that be significant?

  37. Diction Example • The word “roaring” is used to describe how drunk Nick wants to get at Gatsby’s party in order to have a good time. This conveys Nick’s and other peoples’ attitude during the roaring twenties. It’s significant because Fitzgerald consistently references the roaring twenties time period and this word connects to the roaring twenties motif. • Focus on the WORD– what is the connotation of roaring? Why this particular word?

  38. Diction Example block 3 #2 • The word “powdered” was used to describe Catherine, Myrtle’s sister’s complexion. How it is cakey in reality, but she thinks it looks high class and elegant. In truth she puts on this façade of a high class woman when she’s willing to “put herself out there” and sell herself. This is a display of someone who is acting and believes they are higher socially than they are. • FORMAT? Why is this significant to the story?

  39. Diction Example block 3 #3 • The phrase, “like Kant at his church steeple…” (Fitzgerald 93) is used to describe how Nick’s gaze at Gatsby’s home was almost philosophical in that Gatsby’s home was a symbol of Gatsby’s own godliness. This contrast’s with Nick’s simple lifestyle. This is significant because Gatsby’s home is better than other mansions because it gives a sense of philosophical knowledge while showing Gatsby’s reputation in society as an individual superior to the rich. • OK…cool idea! I loved the beginning, but I lost you near the end.

  40. 5 March 2014 • Daily Question: What is the significance of the connotation of the word “Great” in the title, The Great Gatsby? Think how it might change if it were instead, “Gigantic,” or “Fantastic” or “Wonderful”? • Vocab • End of Book Discussion Questions – (#24) • “On the Spot” Chapter 8/9 (Emily/Sean, Christina/Erin) • Formalism Notes (loose leaf #25) • Formalist Chapter Project Rubric– (#26) • Group Work Time • HOMEWORK: 1. Project Presentations MONDAY 2. SSR FRIDAY 3. Gatsby Exam TUESDAY

  41. Gatsby Formalist Powerpoint Groups Block 4 • Chapter 1: Erin and Katie and Sara • Chapter 2: Janelle and Tyler • Chapter 3: Alan, Jake, and Sean • Chapter 4: Emily, Luke, and Gwen • Chapter 5: Ely, Demetri and Shannon • Chapter 6: Adam, Michael and Christina • Chapter 7: Curtis, Brandon, and Ciara • Chapter 8: Misha, Ethan, and Kassidy • Chapter 9: Joe and Ruben

  42. 6 March 2014 • Daily Question: Is Gatsby or Nick the protagonist of the novel? Explain your choice. • Vocab • Group work for Formalism PowerPoint Project • HOMEWORK: 1. PowerPoint Presentations MONDAY 2. Gatsby Exam TUESDAY

  43. Example Theme • Although the upper class can hide imperfections with a façade of money, loneliness and alienation from each other are even more pervasive when excessive wealth and power are involved.

  44. Example: Plot • A. Suspense: Tom’s affair with Myrtle/does Daisy know? • B. Foreshadowing: Daisy saying “What Gatsby?”(3) • C. Symbol: Daisy’s white clothing symbolize purity and desirability. • HOW DOES THE PLOT INFLUENCE THE THEME? • INCLUDE ONE DIRECT QUOTE. • CAN BE MORE THAN ONE SLIDE FOR EACH.

  45. Diction Block 4 Example #1 • The word “slunk” used to describe how Nick moved when he went to the direction of the cocktail tableconveys awkwardness and how he feels out of place because he is aomong many people in the upper class and he’s more lower class. This is significant because it shows the difference between the classes and how they feel around each other. • OK start. Why does slunk convey awkwardness? What about its connotation says that?

  46. Diction Example Block 4 #2 • The word “vacuous” used to describe personality conveys the people having a good time at the party. Because in that scene people were care free and full of reckless decision making. This is significant because it shows Gatsby doesn’t care about his home or belongings because as long as people keep showing up he will find Daisy. • Good choice of word-- >Vacuous = EMPTY, mindless, hollow like a vacuum. • So why specifically vacuous?

  47. Diction Example Block 4 #3 • The phrase “picking his words with care” used to describe Gatsby’s speech conveys secrecy and carefulness because he makes sure to say very little about himself and only says what be believes people want to hear. This is significant because it sets up the book in that it shows why Gatsby speaks the way he does. People don’t really know him, they know what he tells them, which is based off of what he thinks they want to hear. It makes the reader see that they can’t really trust what he says.

  48. Imagery Example #1 • The image of Dr. Eckleberg’s eyes on the billboard represent sight or insight (and therefore blindness). The characters have very little self-knowledge or knowledge of one another. For example, Daisy does not really know how to identify herself and how to react to her husband’s affair. Even the “Great” Gatsby is blind. He is blinded by dreams of seeing Daisy again and the possibility of rekindling a relationship. The only character who appears to see what is happening around him is Nick; the eyes might also be God-like because they see everything.

  49. Imagery Example #2 • The image of Gatby’s Rolls-Royce becoming an “omnibus” conveys a picture of a low class man because the reader realizes that even though Gatsby outwardly appears to be a man of high class, it is apparent that he is new money through his use of expensive cars to transport people. This is significant because the reader sees what’s underneath Gatsby’s extravagant experience. • OMNI = every • Discussion of the bus imagery itself?

  50. 7 March 2014 • Daily Question: The sentence, “So we drove on towards death through the cooling twilight” (143 (yellow) or 136) is A. a metaphor. B. an example of weather reflecting life. C. used to build suspense and foreshadow upcoming trouble. D. used to contrast the coolness of the evening to the heat of the day. • EXPLAIN • Vocab • Formalism Project Continued • HOMEWORK: 1. Project Presentations MONDAY (e-mail me your group’s Power Point by MONDAY at 8 AM) 2. Gatsby Exam TUESDAY