English 11-1 Agenda

Fall 2013

3 September 2013• 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)• 4 Truths and a Lie• HOMEWORK: 1. Letter of intro due TOMORROW 2. Syllabus, binder,

SSR choice due FRIDAY 3. SSR Reflection due on Google Drive FRIDAY **invite coming

4 September 2013

• 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, Pictures, Letters, Summer Reading

Sheet, Google Drive, Summer Reading Reflection• 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 3pm FRIDAY

6 September 2013• 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• Collect SSR sheet, Syllabus/ Google Drive issues?/”On The Spot”• Themes Practice and Discussion (cont.) (#7)• Literary Elements and Techniques (#8)

Plus (+) for know well, (*) for maybe know, (-) never heardGlossing (#9)

• “Young Goodman Brown” (#10)• “Young Goodman Brown” Questions (#11)• HOMEWORK: 1. Read/gloss “YGB” with a focus on questions for

MONDAY 2. SSR texts for TUES 3. “On The Spot” for MONDAY

“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 _________.”

“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)

9 September 2013• 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• Review terms (#8)• “On the Spot”• Discussion in groups (#11)• YGB reading quiz• “A Good Man is Hard to Find” (#12)• Guided Questions for AGMIHTF (#13)• HOMEWORK: 1. “A Good Man is Hard to Find” for TOMORROW

(read/gloss) 2. Literary Elements Common Quiz (80%) on FRI 3. SSR book for TOMORROW!!

10 September 2013

• SSR– 30 mins• Daily Question: Explain 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.”

• Vocab• On the Spot• “A Good Man Is Hard to Find” Writing (#14)• HOMEWORK: 1. Literary Elements Quiz FRIDAY 2. SSR

Thursday

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. SSR Tomorrow 3. Literary Terms Short Story Quiz on FRIDAY

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)

Terms to Understand

• Characterization• Climax• Connotation• Diction• Inference• Irony• Mood• Point of View• Symbol/symbolism• Theme• Tone

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 MONDAY 2. On

the Spot – Bl 3: Claire and Emilie Bl 4: Sean M. and Julia

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

Rubric Analysis

1. Keystone Persuasive Rubric2. AP English Lit Rubric3. PA Writing Rubric4. ACT Writing Rubric5. SAT Writing Rubric6. Common Core Standards Rubric

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

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

16 September 2013• Daily Question: What skills do critical readers use when

beginning a new text and making inferences? • Vocab• “On The Spot” (Claire/Emilie, Sean M, Julia)• Gatsby Ch. 1 Anticipation Guide(#22)• Gatsby Objectives (#23)• Hidden Rules of Class (#24)• HOMEWORK: 1. Background Lecture Notes (#25) gloss for

connection to Ch. 1 2. Gatsby Ch. 2 for WEDNESDAY 3. Vocab Quiz FRIDAY 4. On The Spot for WEDNESDAY– Shannon, Taylor Bl 4– Jamila, Austin

17 September 2013• SSR– 30 minutes• Daily Question: What do you think is the most important

element in “good” writing? Explain. (Feel free to look over the various rubrics)

• Vocab• Student Writing Review• Ratiocination (#26)• Writing Review (write your #) (#27)• Discuss Gatsby Ch. 1 connections (#25)• HOMEWORK: 1. Gatsby Ch. 2 due TOMORROW

(Shannon/Taylor, Jamila/Austin = “On the Spot”) 2. Vocab Quiz FRIDAY

• TOPIC + POSITION + REASON(S) • SO WHAT? (what’s the point?)• Does the thesis pass the “how” and “why” test?• PITHY (concise but expressive) WORD CHOICE1. Through this story she is trying to say that people are neither good nor evil by human nature.2. Flannery O’Connor shows how human nature is corrupt and causes people to think better of themselves in comparison to other people. 3. One of these points is that a person should wait until they’re feeling threatened to become a better person.

4. In Flannery O’Connor’s short story “A Good Man is Hard to Find”, the author comments on how humans are rude and how there’s no good in anyone as evidenced by the personalities of the characters. 5. What Flannery O’Connor is commenting on is that when people are faced with the fear of death they will become a “good” person if they feel the guilt of being bad.6. What Flannery O’Connor is trying to say about human nature is that some people can’t be saved and truly are all evil.

7. Although some authors don’t make it known as to what they’re commenting on in their stories, Flannery O’Connor does make it known by having the misfit in the story and having the misfit kill the entire family.8. I think her commentary is trying to say their (sic) is both good and evil in everyone. 9. The commentary that Flannery O’Connor is making about humanity is that no one is truly good nor evil, and that realization or epiphanies have an effect on people.

1. The comment is that most people don’t act the way they should until something serious is about to happen.

2. In “A Good Man is Hard to Find” by Flannery O’Connor, the author conveys to the reader that no person can only do good, each character in the story has flaws which shapes the plot.

3. In the short story “A Good Man is Hard to Find” by Flannery O’Connor, the author shows the darker side of human nature; this is shown by the actions of the grandmother, the children, and the Misfit.

4. In “A Good Man is Hard to Find” by Flannery O’Connor, the author is making the commentary about human nature that children with a lack of parenting tend to act out, humans often tend to ignore their mistakes out of embarrassment, and that childhood traumas can impact decisions made as an adult. 5. Throughout the story she is showing the readers how humans can be unjust and bias. This point is proven though the Misfit’s eyes. 6. Through the story “A Good Man is Hard to Find,” Flannery O’Connor wants to show that human nature has numerous flaws.

18 September 2013• Daily Question: Synthesize your knowledge of the background

of this text (#25) and the specifics of chapters 1 and 2 and write one arguable statement.

(Example: Tom Buchanan is a prime example of the “Age of Intolerance” and the “us vs. them” mentality. This attitude is shown in his reference to the racist book in chapter 1.) • Vocab• Review Common Lit Terms Quiz– Self-Analysis• On The Spot• “Why Generation Y is Unhappy” Gloss/SOAPS (#28, #29)• Marxism and Gatsby ( #30)• HOMEWORK: 1. Chapter 3 for FRIDAY 2. On The Spot– 3. Vocab

Quiz FRIDAY 3. Finish #28/29

19 September 2013• SSR– 30 minutes• Daily Question: What is the tone of the “Why Generation Y is

Unhappy” article? How do you know? (Use specific word choice to support your answer)

• Vocab• Lit Terms Quiz Revision– mark number, explain the correct answer. • Vocab Quiz Review – vocab baseball• Discuss SOAPSTone for “Why Generation…” (#28/#29)• HOMEWORK: 1. Gatsby Chapter 3 due TOMORROW 2. On the

Spot– Joe and Jackie and Kris and Sarah 3. Vocab Quiz TOMORROW

REVISIONS!

• We will be giving you half credit (each question was worth 2 pts, you will gain 1).

• Explain WHY the correct answer IS the correct answer using complete sentences.

• Label each question with the number.

20 September 2013• Daily Question: What do you make of Nick’s closing line for chapter

3? (“Everyone suspects himself of at least one of the cardinal virtues and this is mine: I am one of the few honest people that I have ever known.”) (Cardinal virtues= 4 main moral virtues in Christian teachings. Justice, Prudence, Temperance, and Fortitude)

• Vocab• Vocab Quiz• On the Spot (Joe/Jackie), (Kris/Sarah)• Gatsby and Marxism #30• HOMEWORK: 1. Chapter 4 Gatsby due MONDAY 2. On the Spot–

Block 3: Nate/Zach S. Block 4: Jessica/Sean K.

What role does Marxism play in terms of setting and characterization?

• Analyze your assigned aspect/character through a Marxist lens. Find TWO quotations to support your point.

• 1. East Egg/West Egg (Joe/Zach, Nate/Kevin)• 2. Valley of Ashes (Gillian/Emilie, Sarah/Liam)• 3. Daisy (Owen/Claire, Brianna/Jackie)• 4. Tom (Sam/Michael, Zech/Shannon)• 5. Myrtle (Taylor/Cristin, Pat/Scott)

What role does Marxism play in terms of setting and characterization?

• Analyze your assigned aspect/character through a Marxist lens. Find TWO quotations to support your point.

• 1. East Egg/West Egg (Sean K./Kerri, Julia/Shannon)

• 2. Valley of Ashes (Austin/Mary, Katie/Pat)• 3. Daisy (Jessica/Noa, Jamila/Regan)• 4. Tom (Ainsley/Rebecca, Gianna/Lara)• 5. Myrtle (Kris/Sean M., Sarah/Joey)

Marxist Criticism Quotations• “I lived at West Egg, the – well, the least fashionable of

the two, though this is a most superficial tag to express the bizarre and not a little sinister contrast between them. My house was at the very tip of the egg, only fifty yards from the Sound, and squeezed between two huge places that rented for twelve or fifteen thousand a season. The one on my right was a colossal affair by any standard … My own house was an eyesore, but it was a small eyesore, and it had been overlooked, so I had a view of the water, a partial view of my neighbor's lawn, and the consoling proximity of millionaires—all for eighty dollars a month.”

Marxism cont.

• "I told that boy about the ice." Myrtle raised her eyebrows in despair at the shiftlessness of the lower orders. "These people! You have to keep after them all the time."

• She looked at me and laughed pointlessly...

And still continued…• “There was music from my neighbor's house through the summer

nights. In his blue gardens men and girls came and went like moths among the whisperings and he champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft, or taking the sun on the hot sand of his beach while his motor-boats slid the waters of the Sound, drawing aquaplanes over cataracts of foam. On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before.”

23 September 2013

• Daily Question: Using a Marxist/Social-Class lens, what is the significance of the following passage? “My dear, I’m going to give you this dress as soon as I’m through with it. I’ve got to get another one tomorrow. I’m going to make a list of all the things I’ve got to get. A massage and a wave, and a collar for the dog, and one of those cute little ash-trays where you touch a spring, and a wreath with a black silk bow for mother’s grave that’ll last all summer. I got to write down a list so I won’t forget all the things I’ve got to do"(36).

• Vocab• Video Clip and Class Rules– (#31) Analyze the type of taken-for-granted information:

· what is the knowledge about?· how and where does one learn it?· how do you gain access to the people and places where it can be learned? What conclusions can you draw about the nature of the hidden knowledge necessary to be successful in each social class?

• Queen of Versailles – Marxist Analysis?• Marxism Continued (Hand in ONE paragraph from your group)• HOMEWORK: 1. Hold on off Chapter 4 “On the Spot” until TOMORROW 2. Chapter

5-- Wed

24 September 2013

• **Before SSR– finish up your Marxism/Social-Class lens paragraphs in groups and hand in! You have until 1:10!

• SSR– 30 minutes• Daily Question: Brainstorm a list of words for the color RED.

Write at least 4 (These may be shades). Which has the most positive connotation? Which has the most negative? Explain.

• Vocab• Chapter 4 “On The Spot”: Nate/ Zach, Jessica/Sean K.• Formalist Criticism (#32)• Color Associations in Pairs/Groups• Color Journal (#33)• HOMEWORK: 1. Chapter 5 for TOMORROW 2. “On The Spot” =

Brianna/Owen, Kerri/Gianna 3. At least 2 examples for your color for TOMORROW

Color Groups Block 3• Orange: Nate and Cristin• Yellow: Kevin and Shannon• Blue: Liam and Emilie• Red: Owen and Michael• Green: Taylor and Zack N.• Brown: Gillian and Pat• Purple: Jackie and Joe• Black: Claire and Zach S.• Gray: Sarah and Sam• White: Brianna and Scott

Color Groups Block 4

• Orange: Regan and Ainsley• Yellow: Gianna and Sean M. • Blue: Mary and Shannon• Red: Pat and Noa• Green: Julia and Sean K. • Purple: Kerri and Jessica• Black: Rebecca and Kaytie• Gray: Lara and Jamila• White: Kris and Austin

TASK:

• On a piece of looseleaf paper record the following:

• 1. Shades (our red example)• 2. Connotations/Associations• 3. Symbol (draw)• 4. Which character from Gatsby is best

represented in this color? Why?

25 September 2013• Daily Question: Which color do you most associate with the novel thus

far? Why? • Vocab• Chapter 5 Pop Quiz• After the quiz– work to find 2 examples of your color in the book so far. • On the Spot –Brianna/Owen, Kerri/Gianna• Choosing and Using Quotations-- #34• Revision of your paragraphs• Explain/analyze how color imagery and symbolism provides a deeper

understanding of a character. • HOMEWORK: 1. Chapter 6 for FRI 2. Finish your color paragraph tonight.

3. Kevin and Sam, Kaytie and Rebecca On The Spot for Fri

26 September 2013

• SSR– 30 minutes• 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• Connotation– (#35)• Gatsby Film• HOMEWORK: 1. Chapter 6 for TOMORROW 2.

Kevin/Sam, Kaytie/Rebecca “On the Spot” for TOMORROW

• Friendly• Intelligent• Flexible• Awkward• Quixotic

27 September 2013• 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• On the Spot Kevin/Sam, Kaytie/Rebecca• Connotation of Gatsby Names (#35)• Connect Rhetorical Choices to Meaning (#36)• In pairs, complete “diction”• Continue Gatsby Film• HOMEWORK: 1. Chapter 7 – TUES 2. On the Spot --• Gillian/Sarah, Noa/Lara

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.

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.

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?

Diction Example 3rd block #1

• 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?

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?

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.

30 September 2013• Daily Question: Is Gatsby or Nick the protagonist of the

novel? Explain your choice.• Vocab• Connect Rhetorical Choices to Meaning (#36)• Diction and Imagery

– Find TWO options for each individually, THEN, work with your partner to decide/write your paragraphs.

– Hand in your diction example by: 11:35• Gatsby Film Continued• HOMEWORK: 1. Chapter 7 TOMORROW 2. On the Spot–

Gillian/Sarah, Noa/Lara

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?

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?

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.

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.

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?

1 October 2013• SSR– 30 minutes• 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• Chapter 7 quiz• On the Spot— Gillian/Sarah, Noa/Lara• Imagery Example (#36) you may choose your partner or work

individually. • HOMEWORK: 1. Chapter 8 for TOMORROW (On the Spot– Emilie/Zack,

Rebecca/Julia) 2. Chapter 9 for FRIDAY (On the spot—Pat, Kris )3. Vocab Quiz MONDAY 4. Gatsby Exam TUESDAY 10/8

2 October 2013• Daily Question: Do you believe Nick is a reliable

or unreliable narrator? Explain using specific evidence from the text.

• Vocab• On the Spot Ch. 8– Emilie/Zack, Rebecca/Julia• Whose Truth is True? (#37) due FRI• Gatsby Film• HOMEWORK: 1. Chapter 9 for FRIDAY (On the

Spot—Pat, Kris) 2. Vocab Quiz MONDAY 3. Gatsby Exam THURSDAY

3 October 2013 (Ms. Chaga Absent)• SSR– 30 minutes• Daily Question: Analyze Nick’s actions and remarks in the

following quotation: “You’re worth the whole damn bunch put together. I’ve always been glad I said that. It was the only compliment I ever gave him, because I disapproved of him from beginning to end” (162).

• Vocab• “The Trouble With Nick” (#38) Read and gloss• Finish yesterday’s work with Whose Truth is True? (#37) due

TOMORROW• HOMEWORK: 1. Chapter 9 TOMORROW (On the Spot—Pat,

Kris) 2. Vocab Quiz MONDAY 3. Gatsby Exam THURSDAY

4 October 2013• Daily Question: Discuss the irony of the title, The Great Gatsby.

What might be a better title? Explain. (Also consider Fitzgerald’s last minute change to Under the Red, White, and Blue.)

• Vocab questions? • “On the Spot”– Pat, Kris• Whose Truth is True?? Discussion/Nick’s Narrative Voice (#37,

#38)• End of Book Discussion Questions (#39)• Film• HOMEWORK: 1. Vocab Quiz MONDAY 2. Gatsby exam

THURSDAY

7 October 2013• Daily Question: How is the final scene of Gatsby different

when you read it? What emotion does that conjure up and how does that change when you’re seeing it simultaneously represented on the screen and narrated?

• Vocab QUIZ• New Vocab • Gatsby Review Sheet (#40)• Chapter Groups– Formalist Criticism Powerpoint (#32/36)

**re-read your chapter either together or individually• HOMEWORK: 1. Find Gatsby passage for WEDNESDAY 2.

Gatsby Exam THURSDAY 3. Pwpt presentations WEDNESDAY

Gatsby Formalist Powerpoint Groups Block 3

• Chapter 1: Joe and Pat• Chapter 2: Gillian and Jackie• Chapter 3: Nate and Zach S.• Chapter 4: Michael and Kevin• Chapter 5: Claire and Cristin• Chapter 6: Owen and Liam• Chapter 7: Sam, Scott, and Sarah• Chapter 8: Emilie and Zack N.• Chapter 9: Shannon, Taylor, and Brianna

Gatsby Formalist Criticism Powerpoint Block 4

• Chapter 1: Rebecca and Sarah• Chapter 2: Kris and Joey• Chapter 3: Julia, Austin, and Pat• Chapter 4: Jessica and Ainsley• Chapter 5: Shannon and Jamila• Chapter 6: Sean K. and Noa• Chapter 7: Kaytie, Gianna, and Sean M. • Chapter 8: Kerri and Regan• Chapter 9: Lara and Mary

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.

Example: Plot

• A. Suspense: Tom’s affair with Myrtle/does Daisy know?

• B. Foreshadowing: Daisy saying “What Gatsby?”• C. Flashback: N/A• D. Atmosphere…etc.• HOW DOES THE PLOT INFLUENCE THE THEME?• INCLUDE ONE DIRECT QUOTE. • CAN BE MORE THAN ONE SLIDE FOR EACH.

8 October 2013• SSR--30 minutes• Daily Question: When Gatsby asks his friend Klipspringer to play

a song on the piano, he plays “Ain’t We Got Fun.” The chorus goes: “Ev’ry morning, ev’ry evening, ain’t we got fun. Not much money, oh but honey, ain’t we got fun. The rent’s unpaid, dear, we haven’t a bus. But smiles were made, dear, for people like us…. There’s nothing surer, the rich get rich and the poor get children. In the meantime, in between time, ain’t we got fun.” What do you think this popular song from 1921 is saying about class struggle? Why does Fitzgerald refer to it in the book?

• Vocab• Group Work Time! Hooray!• HOMEWORK: 1. Gatsby Review + your passage/questions due

TOMORROW 2. You will have 30 minutes tomorrow to finish your project and prepare your FIVE MINUTE presentation 3. Gatsby Exam THURSDAY

9 October 2013• Daily Question: Test your group’s theme for “truth.” Meaning,

list and explain a time (in film, literature, history, art…etc.) where it was also shown to be true.

(Example: In Great Expectations, Miss Havisham lives “up town” and is greatly privileged; however, her privilege comes with isolation behind great iron gates.)• Vocab• 30 minutes in groups• Group presentations (5 minutes each!) • HOMEWORK: 1. Gatsby exam TOMORROW– review notebook

page 8 as well as formalism!

10 October 2013• Daily Question: Answer yesterday’s question. Today is a

freebie. • Test your group’s theme for “truth.” Meaning, list and explain a

time (in film, literature, history, art…etc.) where it was also shown to be true.

(Example: In Great Expectations, Miss Havisham lives “up town” and is greatly privileged; however, her privilege comes with isolation behind great iron gates.)• 2 Vocab Words• Review Sheet (#40)• Gatsby Exam (stack your book on the shelf when you’re

finished the test!)• SSR• HOMEWORK: None! Enjoy it 2. Tomorrow we will continue

the rest of the presentations!

11 October 2013

• Daily Question: *Fun Friday* If one of your parents was to be a famous person from any time period in history, who would you want them to be? Why?

• Vocab• Presentations (continued) – Chapter 5-9• Minority Literature Circles: Pre-Reading Activity

(#41)• HOMEWORK: SSR books need to be finished by

Halloween. Midterm essay will be Friday, Nov. 1

14 October 2013

• Daily Question: What is the most defining characteristic of identity: gender, race, socio-economic status, culture, language, nationality or something else? Explain.

• Vocab• Presentations (Finally!) • Group planning Calendar (#42)• HOMEWORK: 1. Bring in a photo for yourself in a context

that is significant for you. Be prepared to tell the story of the photo to a partner. 2. First lit circle WED

Breath, Eyes, Memory

• Shannon• Pat• Sam• Cristin• Zack

Flight Behavior

• Michael• Claire• Sarah• Emilie• Gillian

Their Eyes Were Watching God

• Liam• Owen• Taylor• Bri• Jackie

The Roundhouse

• Joe• Kevin• Nate• Zach• Scott

Their Eyes Were Watching God

• Gianna• Jess• Rebecca• Ainsley• Kerri

Roundhouse

• Julia• Sean K.• Noa• Sean M. • Kaytie

Breath, Eyes, Memory

• Shannon• Jamila• Joey• Kris• Regan

Flight Behavior

• Austin• Pat• Sarah• Lara• Mary

15 October 2013

• SSR– 30 minutes• Daily Question: Consider yesterday’s daily question. Other

than the broader “culture,” what specific element has has the most significant impact on your own developing identity? Explain. (Race, language, culture, gender, family, ethnicity, sexuality, religion, language…etc.)

• Vocab• Language as Cultural Identity Assignment (#43)• Literary Circle Roles (#44)

– *each person must take the role of discussion director at least once. You need a discussion director for each of the six meetings (you have 5 people in your group– do the math)

• HOMEWORK: 1. 1st lit circle/role due TOMORROW 2. Memory as Cultural Identity Creative Piece (3-5 pages) due Mon. 10/28

16 October 2013• Daily Question: We will be focusing on four “mini-lessons”

about aspects of identity during this unit. They will include socio-economic class, gender, race, and language. Each will include a reading and a video component. What do you think we should use as our fifth focus within the components of identity? Why? What information should we investigate for this? Explain.

• Vocab• Lit Circles– spend 2-3 minutes on each person’s role first. Leave

the discussion director’s questions for last and branch off from there. (approx 30 minutes)

• Introduction to Synthesis Essay – Notes (#45)• Cell Phone Synthesis Practice– (#46)HOMEWORK: 1. Write Intro Paragraph for today’s Synthesis for TOMORROW (Google Drive) 2. Lit Circle FRI 3. Cultural Identity Paper due 10/28

17 October 2013• SSR– 30 minutes• Daily Question: How does socio-economic class play a role in

your lit circle text? Explain.• Vocab• Synthesis paragraph examples + introduce outline 3 examples• Social Class in America (#47)• PBS: (People Like Us: Social Class in America)• HOMEWORK: 1. Revised synthesis paragraph/3 examples for

MON. 2. Vocab Quiz MON. 3. Respond to social class questions on Google Drive tonight.

18 October 2013

• Daily Question: What does it mean to “act like a man”? What does it mean to “act like a lady”? What do we call people that do not fit inside these “boxes”? (Please be candid here– we can be respectful while actually talking about the issue)

• Vocab• Lit Circle– 20 minutes• “Why Boys Don’t Play With Dolls” (#48)• “Boys Will Be Boys? Not in These Families” (#49)• Video clips– “What Would You Do?” and “Target Women” and

“As Gender Roles Change are Men Out of Step?”• HOMEWORK: 1. Revise your Synthesis paragraph and reasons for

MON. 2. Vocab quiz MON. 3. Lit Circle MON. 4. Respond to gender prompt on Google Drive for TUES.

21 October 2013• Vocab Quiz• Daily Question: Without any additional background knowledge, write a thesis

statement for the following prompt: “Take a position that defends, challenges, or qualifies the claim that television has had a positive impact on presidential elections.”

• Vocab• Lit Circle Groups– 20 mins• TV Synthesis Prompt (#50)• Synthesis Scoring Guidelines (#51)• Grading Sample Student Responses (#52)• Student grades with explanation (#53)• HOMEWORK: 2. Gender response on Google Drive for TOMORROW 3. Lit Circle

for WED 4. Cultural Identity and Memory Assignment due TUES. **This is a change 4. For FRIDAY– bring in an item that represents an aspect of your family history. Try to stay away from photographs, but if artifact is too fragile/cumbersome, it is allowable.

22 October 2013

• SSR– 30 minutes• Daily Question: Is the promotion of “colorblindness”(the idea

that ignoring or overlooking racial or ethnic differences promotes racial harmony) a positive or a negative idea for our society?

• Vocab• Discuss Cultural Identity and Memory Assignment (Rubric #54)• Race Literacy Quiz #55• “Colorblindness” #56• WWYD Race/ Race: The Power of an Illusion• Begin reading/glossing “Walk On By” #57• HOMEWORK: 1. Race response on Google Drive for THURSDAY 2.

Lit Circle TOMORROW 3. Family artifact for FRI 4. Identity Assignment due TUES (Google Drive – 3-5 pages– 1 ½ pages for memories, 1 ½ for analysis)

24 October 2013• SSR– 30 minutes• Daily Question: Are certain languages privileged over others?

Why or why not? • Vocab• Language articles (#58) Gloss, summarize, and be prepared

to share your favorite line (on #59)• Language Clips • HOMEWORK: 1. Language prompt for TOMORROW on

Google Drive 2. Family artifact for TOMORROW 3. Memory and Identity Assignment due TUESDAY (share with me on Google Drive) 4. Lit Circle TOMORROW

25 October 2013

• Begin with Lit Circle– 20 minutes• Daily Question: Would you want to be able to remember every

moment of your life? Why or why not? How would such an ability affect your identity? Explain

• Vocab• News Clip• Artifacts– When/Where/How do you think this was used/was

important? What questions do you have about this artifact? • Self-Defining Memory Task #60• List 2 memories back of the loose-leaf #61• “What Your Most Vivid Memories Say About You” #62• HOMEWORK: 1. Last Lit Circle MONDAY! 2. Memory and Identity

Paper (3-5 pages) due TUESDAY (share directly with schaga@haverfordsd.net on Google Drive)

28 October 2013

• Daily Question: Read, “Hand - Me - Down Memories? Not Here.” (#63) List what mementos from your childhood you still hold on to, and why. What do you think of Ms. Slatalla’s realization that “When you hold on to the past too hard, and for no better reason than simply because it happened to you, it can start to take up so much space that you don’t have room to try something new”?

• Vocab• Last Lit Circle! – 30 minutes (complete AP card for the book)• Wrap-Up Race/Class/Language/Gender with Gallery Walk• **Question, argue, agree with, challenge, or connect to something else! • Group work with last practice synthesis prompt-- #64• HOMEWORK: 1. Memory and Identity paper SHARED with me by the

start of class tomorrow! 2. Tomorrow we will begin the final synthesis project. Bring your brain and your lit circle book! 3. Midterm Essay FRI 3. LAST SSR– tomorrow. 4. Lit circle packets due WEDNESDAY

29 October 2013• SSR– last one! 30 minutes• Daily Question: Evaluate your own work on the Memory

and Identity Assignment. What do you feel you did well? What aspect would you change or improve if you could? Explain.

• Vocab• Lit Circle—work to plan/read for TOMORROW (#64)• HOMEWORK: 1. We will be completing the synthesis IN

CLASS TOMORROW! 2. Lit circle packets due TOMORROW 3. Midterm Essay FRIDAY in class! 4. Midterm on MONDAY!

30 October 2013• Daily Question: What are some ways that people synthesize beside

writing? How are each of you a “synthesis”?• Vocab• Synthesis Essay create document in Google Drive folder. • HINTS:

1. You should not be using a single source per paragraph. That is not a synthesis!

2. However, just because you’re using two sources in a paragraph doesn’t automatically make it synthesis.

3. You don’t want too much of a good thing! Be sure to include your own analysis/argument. HOMEWORK: 1. Midterm Essay FRIDAY – make sure you have your SSR book in order to be able to use direct citations. 2. Midterm MONDAY!

31 October 2013– Happy Halloween!

• Daily Question: Write your favorite quote from your SSR book. Why is this your favorite?

• Vocab• Surprise: Forrest Gump• If you’re finished your SSR book—take notes on important quotes/plot

points to prepare for your in-class essay tomorrow. You will ONLY have the block to write your essay!

• HOMEWORK• : 1. Midterm Essay TOMORROW 2. Midterm MONDAY *

1 November 2013• Midterm Essay– you need a writing utensil and loose

leaf paper.• 1. Write your name on the prompt.• 2. Read the prompt carefully.• 3. Please don’t forget to SKIP LINES!!!!• 4. Staple your prompt to the top of your essay and

hand in to Ms. Chaga• You will NOT have extra time. • HOMEWORK: Midterm Exam MONDAY. You need a #2

pencil. Check Google Drive for the Keystone Sample Questions for studying purposes.

6 November 2013

• Daily Question: Write a theme you see being presented in Forrest Gump. Support with two examples.

• Vocab• Introduce 2nd quarter SSR (drama)• Forrest Gump• HOMEWORK: 1. NONE! We will begin The

Road!

Block 3 SSR Drama Choices

• Harvey: Zach S., Kevin, Scott, and Owen• Arsenic and Old Lace: Cristin, Sarah, Claire,

and Bri• Steel Magnolias: Emilie, Gillian, Jackie, and

Shannon• American Buffalo: Liam, Sam, Pat, and Joe• One Flew Over the Cuckoo’s Nest: Zack, Nate,

Michael, and Taylor

Block 4 Drama SSR Choices

• The Crucible: Shannon, Jamila, Regan, Mary• American Buffalo: Sean^2 Austin, Pat• Arsenic and Old Lace: Ainsley, Joey, Becca, Jess• Harvey: Lara, Sarah, Kris, Kaytie• Rumors: Gianna, Kerri, Noa, Julia

7 November 2013• Daily Question: You are hanging out a basement with two of your

friends when some sort of “event” occurs leading to global devastation (apocalypse). Somehow, the three of you survive intact. As leader of your group, what are the first three things you would do and why?

• Vocab• SSR Drama Options/Groups (list your three choices– need books by

next THURSDAY)• SSR Drama #65• Dystopian Literature Notes #66• Finish Forrest Gump• HOMEWORK: 1. SSR book by THURSDAY (one week from today) 2.

Read The Road pages 3-25 for TOMORROW!

8 November 2013

• Daily Question: What do you think society gains from imagining a post-apocalyptic/dystopian future? How can you explain the recent surge in popularity of texts such as The Hunger Games and The Uglies, movies like I Am Legend and TV shows like The Walking Dead and Revolution?

• Vocab• Dystopian Literature Notes (loose leaf) #66 • Oprah and Cormac McCarthy Clip• Take note of what you notice about Cormac McCarthy.

– What does he say? – How does he act? – How does he speak? – What seems important to him? – What do his mannerisms say about him?

• Section I Assignment (#67)• The Road Anticipation Guide (#68)• HOMEWORK: 1. Complete Double-Entry Notes from 3-37 (#69) 2.

Read through p. 37 in The Road 3. SSR drama books due THURSDAY

11 November 2013 (Veteran’s Day)• Daily Question: Are equality and fairness the same thing?

Explain.• Vocab• Collect The Road Double-Entry Homework (#69)• Wrap up discussion of Anticipation Guide (#68)• Excerpt from Utopia by Sir Thomas More (#70)• Creating a Dystopia (Utopia Dystopia OR Post-

Apocalyptic Dystopia) (#71)• HOMEWORK: 1. The Road 37-50 for TOMORROW with

handout questions (#72) 2. SSR drama books due THURS!

Utopia Question

• Briefly sum up how Utopia is introduced at the beginning of Book II (and then explain how occupations are divided among the Utopians and how idleness is prevented.

• What do you think of this system— do you especially like any parts of it or see any problems with it?

12 November 2013

• Daily Question: Would you be willing to sacrifice the happiness of someone else to be perfectly happy yourself for the rest of your life? Why or why not?

• Vocab• Present Utopia/Post-Apocalypse Dystopia• “The Ones Who Walk Away from Omelas” (#72)• Questions for “TOWWAFO” (#73)• HOMEWORK: 1. The Road 51-75 with questions

(#74) for THURS 2. SSR drama book for THURS

Terms “TOWWAFO”

• Restive (adj.): unable to keep still or silent and becoming increasingly difficult to control, esp. because of impatience, dissatisfaction, or boredom.

• Dulcet (adj.): Having a soothing or agreeable quality.• Banality (n.): Something that is trite, obvious, or predictable;

commonplace.• Puritanical (adj.): Very strict in moral or religious matters, often

excessively so; rigidly austere.• Magnanimous (adj.): Generous in forgiving insult or injury; free from

petty resentfulness or vindictiveness.• Amiably (adv.): having or showing pleasant, good-natured qualities.• Imbecile(n. or adj.): (usually offensive) showing mental feebleness or

incapacity.• Uncouth (adj.): strange and ungraceful in appearance or form.• Vapid (adj.): without liveliness or spirit; dull or tedious

13 November 2013– Use appropriate strategies to interpret and analyze the universal significance of literary fiction.

• Daily Question: Do we consider only pain and evil intellectual and worth talking about? Is that why the news is filled with bad things? Do we think being happy is childish and uninteresting? Or do we thrive on the drama? Explain.

• Vocab• Wrap-Up “TOWWAFO” Discussion (#73)• Dystopian Literature Articles (#75)• How, if at all, do the current dystopian and post-apocalyptic themes

differ from other “dark” or weighty themes in young adult books, like death, divorce, illness, poverty, teenage pregnancy and so on?

• Dystopian or Post-Apocalyptic Fiction Annotated Bib (#76)• HOMEWORK: 1. The Road 51-75 with questions for TOMORROW

(#74) 2. SSR drama books for TOMORROW

Strongly Agree, Agree Somewhat, Disagree Somewhat, and Strongly Disagree

• [Y]oung adults crave stories of broken futures because they

themselves are uneasily aware that their world is falling apart.

• [T]eenagers who are loving the dystopian themes are generally the ones who don’t have to face it. […] Would we be so enamored with dystopian fiction if we lived in a culture where violent death was a major concern? It wouldn’t be escapism.

• Schools are places where teens are subject to dress codes, have few free speech rights, and are constantly under surveillance, where they rise and sit at the sound of a bell. Is it any wonder that dystopian novels speak to them?

• [T]he current popularity of dystopian tales also owes a lot to Internet-age

marketing.

• We want to hold on to our individuality, our humanity, our ability to love and connect to others, […] but in today’s global communications network we can’t avoid facing overwhelming obstacles. The more we understand how small and powerless we really are against the immense forces that control our existence, the more we yearn to feel meaningful. And so we read again and again about the child of dystopia who makes us feel hope for humankind.

Individual Articles: Questions

1. Why are young adults interested in post apocalyptic or dystopian stories, according to this writer?

2. What, if anything, does he or she think makes the themes in today’s young adult stories different from those in the past?

3. After reading this writer’s thoughts on dystopian themes in young adult literature, do you agree or disagree? Why?

14 November 2013-Analyze connections between texts (Road, Dystopian Genre, and “Darkness”

• SSR– 30 minutes (Without your play? Read The Road or another choice text for today!)

• Daily Question: How, if at all, do the current dystopian and post-apocalyptic themes differ from other “dark” or weighty themes in young adult books, like death, divorce, illness, poverty, teenage pregnancy and so on?

• Vocab• Film Permission Slip for TOMORROW (or no film)• The Road Section 4 (76-100) Questions (#77)• Continue Dystopian or Post-Apocalyptic Fiction Annotated Bib (#76)• “Darkness” (#78)• HOMEWORK: 1. The Road (76-100) for MONDAY 2. Permission slips

for TOMORROW!

15 November 2013 –Analyze the author’s (director’s) intended purpose of a “text.”

• Daily Question: What do you make of the title (Children of Men) of the film? How does it set up or inform your viewing and what questions does it leave you with?

• Vocab• Children of Men Film Analysis Sheet (#79)• HOMEWORK: 1. The Road (76-100) with

questions for MONDAY! 2. Google Doc response to Children of Men for TUESDAY!

16 November 2013– analyze the author’s (director’s) intended purpose for a text.

• Daily Question: What do you see as the largest connection between the dystopia of Children of Men and that of The Road? What are the major differences?

• Vocab• Finish Children of Men (#79)• “Darkness” (#78)• HOMEWORK: 1. Children of Men handout due

TOMORROW 2. Google Drive response due TOMORROW 3. The Road (101-126) with questions (#80) due THURS. 4. Quiz FRIDAY on The Road up through 126.

• ‘At the end I cannot dictate a sense of hope for anybody because a sense of hope is something that’s very internal. We wanted the end to be a glimpse of a possibility of hope, for the audience to invest their own sense of hope into that ending. So if you’re a hopeful person you’ll see a lot of hope, and if you’re a bleak person you’ll see a complete hopelessness at the end.’ – Children of Men Director, Alfonso Cuaron

19 November 2013• SSR– 30 minutes• Daily Question: When the man and boy say they are

“carrying the fire” they are referring to humanity and being the “good guys.” If society is destroyed and our way of live no longer exists, what purpose does humanity serve?

• Vocab• The Road (101-126) (#80)• “Bedtime Story” (#81)• HOMEWORK: 1. The Road 101-126 due THURS 2. Quiz

THURS 3. Vocab quiz TUES

20 November 2013

• Daily Question: Do a close reading of the following quotation. “He’d had this feeling before, beyond the numbness and the dull despair. The world shrinking down about a raw core of parsible entities…” (88-89).

• Vocab• “The Murderer” (#82)• HOMEWORK: 1. Quiz TOMORROW 2. The Road

101-126 TOMORROW 3. Vocab Quiz TUES

21 November 2013• SSR– 30 minutes (calendar-- #82)• Daily Question: Throughout the novel, the characters

seem to draw conclusions about what constitutes a “good guy” versus a “bad guy.” What distinction, if any, does the father seem to draw between the two categories of people? What distinction does the son draw?

• “Darkness” (#78)• Quiz– connect The Road with “Darkness” (#83)• HOMEWORK: 1. The Road (127-150) (#84) due

TOMORROW 2. Vocab quiz TUES

22 November 2013

• Daily Question: *Fun Friday* see next slide• Vocab– 2 words• The Road Group Discussion• Surviving the Apocalypse Game (#86)• The Road Game Project (#87)• HOMEWORK: 1. The Road 151-175 (#85) with

questions due MON (127-150 also due) 2. Vocab Quiz TUES

25 November 2013• Daily Question: The sardonic blind man named Ely tells the man

that, “There is no God and we are his prophets” (170). What does he mean by this? Why does the father say about his son, later in the same conversation, “What if I said that he’s a god?” (172). Are we meant to see the son as a savior? Provide example(s) from the book to support your stance.

• No vocab this week! (Quiz TOMORROW)• Questions about Road Project? (#87)– 40 mins!• (You will have ½ block on the 5th and a full block on the 6th) • The Road Section 8/9 due WED– time to read! 30 mins! (#88,

#89)• HOMEWORK: 1. Vocab Quiz TOMORROW 2. 8/9 due WED 3.

Section 10 due MON 12/2 4. Road Projects December 10th, 11th, 12th!

26 November 2013

• SSR– 30 minutes• Daily Question: Which conflict (man vs. man, man

vs. self, man vs. nature, man vs. society) is the central conflict of this story? Why?

• No Vocab• Vocab Quiz• Continue work on 8/9• HOMEWORK: 1. 8/9 due TOMORROW 2. 10 due

MONDAY 3. Road projects Dec. 10-13

27 November 2013

• Daily Question: On page 188, analyze the symbolism of the serpents.

• No vocab• Baucis and Philemon (#91)• @ 11:30 The Road Film in 126• HOMEWORK: 1. Section 10 (#90) due

MONDAY 2. Enjoy your Thanksgiving!

2 December 2013

• Daily Question: Clearly the characters in the story are all survivors of something that has happened, so why do you think the old man, called Ely, makes the statement, “If something had happened and we were survivors and we met on the road then we’d have something to talk about. But we’re not. So we don’t”? Why would Ely not consider at least himself to be a survivor? What does this say about survival? Is survival merely staying alive, or does survival have a deeper connotative meaning here?

• Vocab• “After the Apocalypse” by Michael Chabon (#92)– read/gloss• Section 11 (#93) due TOMORROW• The Road Film• HOMEWORK: 1. Section 11 due TOMORROW 2. Section 12

(end) due WED 3. Road project work time ½ THURS, FRI. 4. Road Test MONDAY 5. Road projects 12/10-13

• Ambivalence: (n) co-existance of negative and positive feelings• Preponderance: (n) superiority in weight, power, number• Mitigating: (v) lessen in intensity• Appurtenances: (n) rights, privileges• Stalwarts: (n) steadfast, uncompromising partisans• Pasquinade: (n) satire or lampoon• Ineluctable: (adj) incapable of being evaded• Asymptotically: (adv) approaching a value as approaching infinity• Congenial: (adj) pleasing in nature• Intuit: (v) to know or receive by intuition• Messianic: (adj) characteristic of an expected deliverer• Depredations: (n) act of plundering or robbing• Abnegate: (v) to refuse or deny oneself; reject• Fulcrum: (n) point of rest on which a lever turns • Punctilio: (n) strictness or exactness• Charnel: (adj) fit for a repository for dead bodies• Tropes: (n) any rhetorical device that exists in other than literal sense• Prognosticatory: (v) to forecast or predict• Fidelity: (n) strict observance of loyalty• Audacity: (n) boldness or daring• Abyss: (n) deep unfathomable or infinite

• Do you agree with his genre choice?

• “But it’s not the goal of the journey, the movement toward healing, however illusory, that marks The Road as epic adventure: rather it’s the passage of its heroes through Hell” (4)

• “The Road is not a record of fatherly fidelity, it is a testament to the abyss of a parent’s greatest fears” (5).

3 December 2013• SSR– 30 minutes (meet with your group, begin discussing

parts/possible section for performance…etc.)• Daily Question: How is the symbolic meaning/metaphorical

understanding of “fire” in The Road paradoxical? • Vocab• Veteran Assignment (#95) (due January 8th)• Cards for Troops• HOMEWORK: 1. Section 12 due TOMORROW 2. Write two

(2) open-ended discussion questions that will inspire discussion for tomorrow’s Socratic Seminar. EXTRA CREDIT– bring in a scholarly article to include in your discussion 3. The Road Test MONDAY 3. Projects 12/10-13

Letters for Troops• WHAT TO WRITE ABOUT

Keep your message upbeat and positive. Be thankful– share a little bit of yourself. Ask questions; however, do not discuss death or killing Avoid politics completely and religious in excess It is all about appreciation and respect Ask yourself: Will this letter bring a smile to someone’s face?

• MORE HELPFUL INFORMATION-Sample salutations: Dear Service Member, Dear Hero

• -sign your first name only (you can write Ms. Chaga’s class or Haverford High School, Havertown, PA)

• -EXAMPLE: Dear Service Member, Even though you are a world away, you are in our hearts and minds. We hope that your work will be complete soon so that you might return to be with those you love. Thank you for your effort and dedication to our nation. You are missed and honored at home.

• Thankfully yours,• Sarah

4 December 2013• Daily Question: Although the novel may end on a hopeful

note, much of the book is pretty gruesome. Is the violence and horror excessive? Does McCarthy cross the line with his descriptions? Is The Road too violent? Explain.

• Vocab• Finish Film• Socratic Seminar

– What’s the difference between discussion and debate? • HOMEWORK: 1. Project work time ½ block tomorrow and

Friday. 2. The Road exam MONDAY

Socratic Seminar: to facilitate a deeper understanding of the ideas and values in the text through shared discussion.

• Don’t raise hands.• Listen carefully• Base any opinions on the text.• Address comments to the group (no side

conversations)• Use sensitivity to take turns and not interrupt

others (monitor ‘air time’)

Question #1

• Why did the author end the novel with the line, “In the deep glens where they lived all things were older than man and they hummed of mystery” (287)?

5 December 2013• SSR– 30 minutes• Daily Question: Throughout the story the boy is

always wanting to help other people. Do you see this as a positive trait or as something that he does because he is childish? Is the boy actually a good person or is he only so compassionate because he is not old enough to know better?

• Vocab• The Road Project work time• HOMEWORK: 1. Tomorrow is the LAST day to work on

the projects (due TUES) 2. Road Exam MONDAY

6 December 2013• Daily Question: Consider the following quotation from

the late Nelson Mandela in relation to our readings this year. Do you agree? (Support your answer with evidence.)

• “Man’s goodness is a flame that can be hidden but never extinguished.” (From Long Walk to Freedom, 1995)

• Vocab• Road Game Projects• HOMEWORK: 1. The Road Exam MONDAY (author’s

purpose, setting, tone, mood, imagery, figurative language, vocab in context, juxtaposition, point-of-view, symbolism, conflict AND the ending) 2. Road Projects TUES-THURS 3. Veteran’s Interview Project January 8th

9 December 2013• Daily Question: What’s wrong with the following quotation

integration? Fix it. • Some of the cannibals in The Road store other humans in their

basement to eat, “In the night he heard hideous shrieks coming from the house” (115).

• Vocab• The Road Exam• HOMEWORK: 1. Projects due TOMORROW • TUES– SSR/ 1. Julia, Kerri, Gianna, Noa 2. Kaytie• WED– 1. Pat, Sean, Sean, Austin 2. Kris, Lara 3. Sarah• THURS—SSR/ 1. Ainsley, Becca, Jess, Joey 2. Mary, Shannon, Regan

11 December 2013• Daily Question: Which of the higher order thinking skills

does your game use? Explain. (Synthesis, Evaluation, Analysis) **If it doesn’t, why not?

• Vocab (2 words)• Group 1– Gianna, Kerri, Julia, Noa• Group 2– Kaytie• Group 3– Pat, Sean, Sean, Austin• Group 4– Kris , Lara• HOMEWORK: 1. Projects finished TOMORROW• 2. Veteran’s Interview Project due 1/8

11 December 2013

• Daily Question: Which of the higher order thinking skills does your game use? Explain. (Synthesis, Evaluation, Analysis) **If it doesn’t, why not?

• Vocab (2 words)• Group 1– Gianna, Julia, Kerri, Kerri• Group 2–• Group 3– Nate, Emilie, Joe, and Gillian• HOMEWORK: 1. Projects finished TOMORROW• 2. Veteran’s Interview Project due 1/8

12 December 2013 (Block 3)

• Daily Question: What are the rules of writing about war, and who should shape the story? Those who serve? Those who observe? Can a novelist ever tell us things a forward-deployed officer cannot?

• Vocab• The Road Games (finish!)Group 1: Gillian, Emily, Joe, and NateGroup 2: Shannon, Jackie, Taylor, and MichaelGroup 3: Zack, Liam, Pat and Sam

12 December 2013 (Block 4)• Daily Question: What are the rules of writing about war, and

who should shape the story? Those who serve? Those who observe? Can a novelist ever tell us things a forward-deployed officer cannot?

• Vocab• The Road Games (finish!)Group 1: Pat, Sean, Sean, and AustinGroup 2: Kris/LaraGroup 3: SarahGroup 4: Ainsley, Becca, Jess, and JoeyGroup 5: Mary, Shannon, Regan

Tally

• PLSZ (cell phone): 18

• SCBC (trophy): 18

• SOKZ (white house down): -3

• JENGa (guitar): 12

Road to the Road

• RMSK: 4 “Bee” nice.• Winnnnnnneeerrrs!

• SJJB: 1

• LK: 2

• NKJ: 2I love owls.

Oink

13 December 2013• Daily Question: Write a working thesis for the following prompt: “You can leave

home all you want but home will never leave you.” -- Sonsyrea Tate

• Sonsyrea Tate’s statement suggests that “home” may be conceived of as a dwelling, a place, or a state of mind. It may have positive or negative associations, but in either case, it may have a considerable influence on an individual. Choose a novel or play in which a central character leaves home, yet finds that home remains significant. Write a well-developed essay in which you analyze the importance of “home” to this character and the reasons for its continuing influence. Explain how the character’s idea of home illuminates the larger meaning of the work. Do not merely summarize the plot.

• Vocab• Finish games• War Unit Choices– (#96)• HOMEWORK: 1. Veteran Interview 1/8 2. Tuesday and Thursday of next week

will be FULL SSR project prep days.

16 December 2013

• Daily Question: For centuries, prominent thinkers have pondered the relationship between ownership and the development of self (identity), ultimately asking the question, “What does it mean to own something?”

Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it.

Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument. Write your thesis.

Lone Survivor by Marcus Luttrell

This is the story of the only survivor of Operation Redwing, SEAL fire team leader Marcus Luttrell, and the extraordinary firefight that led to the largest loss of life in American Navy SEAL history. His squadmates fought valiantly beside him until he was the only one left alive, blasted by an RPG into a place where his pursuers could not find him.

A born and raised Texan, Marcus Luttrell takes us from the rigors of SEAL training, where he and his fellow SEALs discovered what it took to join the most elite of the American special forces, to a fight in the desolate hills of Afghanistan for which they never could have been prepared. His account of his squadmates' heroism and mutual support renders an experience that is both heartrending and life-affirming. In this rich chronicle of courage and sacrifice, honor and patriotism, Marcus Luttrell delivers a powerful narrative of modern war.

I Love My Rifle More Than You by Kayla Williams

Kayla Williams is one of the 15 percent of the U.S. Army that is female, and she is a great storyteller. With a voice that is “funny, frank and full of gritty details” (New York Daily News), she tells of enlisting under Clinton; of learning Arabic; of the sense of duty that fractured her relationships; of being surrounded by bravery and bigotry, sexism and fear; of seeing 9/11 on Al-Jazeera; and of knowing she would be going to war.

With a passion that makes her memoir “nearly impossible to put down” (Buffalo News) Williams shares the powerful gamut of her experiences in Iraq, from caring for a wounded civilian to aiming a rifle at a child. Angry at the bureaucracy and the conflicting messages of today’s military, Williams offers us “a raw, unadulterated look at war” (San Antonio Express News) and at the U.S. Army. And she gives us a woman’s story of empowerment and self-discovery.

Sparta by Roxana RobinsonConrad Farrell has no family military heritage, but as a classics major at Williams College, he has encountered the powerful appeal of the Marine Corps ethic. “Semper Fidelis” comes straight from the ancient world, from Sparta, where every citizen doubled as a full-time soldier. When Conrad graduates, he joins the Marines to continue a long tradition of honor, courage, and commitment. Suspenseful, compassionate, and perceptive, Sparta captures the nuances of the unique estrangement that modern soldiers face as they attempt to rejoin the society they’ve fought for. Billy Collins writes that Roxana Robinson is “a master at . . . the work of excavating the truths about ourselves”; The Washington Post’s Jonathan Yardley calls her “one of our best writers.”

The Unforgiving Minute by Craig Mullaney In this surprise bestseller, West Point grad, Rhodes scholar, Airborne Ranger, and U. S. Army Captain Craig Mullaney recounts his unparalleled education and the hard lessons that only war can teach. While stationed in Afghanistan, a deadly firefight with al-Qaeda leads to the loss of one of his soldiers. Years later, after that excruciating experience, he returns to the United States to teach future officers at the Naval Academy. Written with unflinching honesty, this is an unforgettable portrait of a young soldier grappling with the weight of war while coming to terms with what it means to be a man.

No True Glory by Bing West

16 December 2013• Daily Question: Develop your own rhetorical taxonomy (classification

system). How might you divide the world of argument? In other words, how do you classify the different purposes or types of argument?

• Vocab• Glossary of Rhetorical Terms (#97)• Everything’s an Argument Ch. 1 (#98)• #1 and #4 (Loose leaf) and commercial responses (#99)• War Novel Reading Time (Rhetoric Essay due January 15th)• HOMEWORK: 1. Read through the glossary of terms and connect with

your war reading (for WED) 2. Link a commercial to Google Drive and analyze the argument according to Aristotle’s Appeals (for TOMORROW) 3. Tomorrow is your first SSR Drama practice day! Come prepared.

Add to #4 List• Sleeping Beauty’s castle on the Disney logo• Oprah Winfrey• The Vietnam Veterans Memorial• Ground Zero• A dollar bill

• Commercials:– 1. What is the video’s argument?– 2. Who is the intended audience?– 3. Give one specific example of how the video uses rhetorical appeals

(either emotional, ethical, or logical) to persuade the audience.