Junior+English+Homework

=**DAILY OVERVIEW**=

IN-CLASS:

 * 1) Vocab final
 * 2) //Catcher// final discussion

**HOMEWORK:**

 * 1) Final Exam [[file:11_sem2final_guidelines.doc.pdf|Study Guide is here]].
 * 2) Tomes due day of the final.

IN-CLASS:

 * 1) //Catcher// quiz, chapters 15-22 Pair Work and discussion

**HOMEWORK:**

 * 1) Finish //Catcher// by Friday. If you lose your book, the online version is [|here].
 * 2) Vocab Final next class.
 * 3) Answer [|these study guide questions] as you read; short, bullet-point responses are FINE. OR use the study guide questions given in class. These go into your Tomes.
 * 4) Final Exam Study Guide is here.
 * 5) Tomes due day of the final.

IN-CLASS:

 * 1) //Catcher// quiz, chapters 1-17
 * 2) Speed Stations and discussion

**HOMEWORK:**

 * 1) Read through //Catcher// page 174 by Wednesday. If you lose your book, the online version is [|here].
 * 2) Answer [|these study guide questions] as you read; short, bullet-point responses are FINE. OR use the study guide questions given in class.

IN-CLASS:

 * 1) Check out //Catcher in the Rye//. Online version is [|here].
 * 2) Turn in //The Great Gatsby// Playlists
 * 3) //Gatsby// Unit test
 * 4) //Catcher// pre-reading info: [|see this video]
 * 5) Starting the novel in class

**HOMEWORK:**

 * 1) Read through //Catcher// page 134 by Monday, June 1. That's through the end of chapter 17. If you were absent and don't have a book, the online version is [|here].
 * 2) Answer [|these study guide questions] as you read; short, bullet-point responses are FINE
 * 3) Have a great, long, holiday weekend

IN-CLASS:

 * 1) Final discussion questions in groups
 * 2) Visual depictions of the American Dream and Reality
 * 3) Visual Metaphor pre-write

**HOMEWORK:**
Format: To Prepare:
 * 1) Playlist due Friday (click on date above for instructions on visual metaphor for cover)
 * 2) Extra Credit poem option due next Thursday (click on date above for instructions)
 * 3) Unit Test Friday
 * 40 Matching & Multiple Choice Questions
 * 5 Quote IDs (speaker, situation, significance)
 * 5 Short Answer
 * Review Characters and Plot
 * Use Tomes to Review, including 1920s presentations and envelope thread notes
 * Consider important quotes, symbolism of novel, and Fitzgerald's overall message

IN-CLASS:

 * 1) Vocab quiz #15
 * 2) Reactions to the end
 * 3) Envelope activity and notes (Tome #44)

**HOMEWORK:**
Format: 40 Matching & Multiple Choice Questions 5 Quote IDs (speaker, situation, significance) 5 Short Answer To Prepare: Review Characters and Plot Use Tomes to Review, including 1920s presentations and envelope thread notes Consider important quotes, symbolism of novel, and Fitzgerald's overall message
 * 1) Playlist due Friday
 * 2) Unit Test Friday

IN-CLASS:

 * 1) Introduce [[file:gatsbyplaylist.doc.pdf|playlist project]]
 * 2) Reader Response quiz
 * 3) Examining the power shifts in chapter 7
 * 4) The recklessness of the wealthy?
 * 5) Viewing and discussing [|this video]

**HOMEWORK:**

 * 1) Vocab quiz #15 next class
 * 2) Finish the novel over the weekend. Use the study guide questions to guide your understanding. YOU DO NOT NEED TO ANSWER THEM.
 * 3) Continue tracking your topic in your envelope threads; these will be used and collected next class.
 * 4) Playlist project due next Friday.

IN-CLASS:

 * 1) Envelope thread quiz
 * 2) Chapter 5 Close reading Activity (Tome #43)
 * 3) Chapter 6 Discussion. Secret Society? Who is in and who is out? Why?

**HOMEWORK:**

 * 1) Vocab quiz #15 next class
 * 2) read chapter 7. Use the study guide questions to guide your reading . You do NOT need to answer them. There will be a quiz, and these questions will certainly aid in your understanding.
 * 3) Finish the last section of Tome #43: the two representations of Daisy, one as Dream and one as Reality
 * 4) work on envelope threads. This means anytime you find a quote that relates to or responds to your envelope prompt, you need to write in on a notecard or slip of paper, along with the page number, and put it into your envelope. Do NOT put multiple quotes on one page. They need to be on separate pieces of paper. Also, do NOT simply google quotes related to your envelope thread. Find them honestly and personally, as you read.

IN-CLASS:

 * 1) Envelope thread work
 * 2) Chapter 4 Close Reading (Tome #42) and Discussion.
 * 3) Exploring the man, Gatsby. What is American?

**HOMEWORK:**

 * 1) read chapter 5 and 6. Use the study guide questions to guide your reading . You do NOT need to answer them. There will be a quiz, and these questions will certainly aid in your understanding.
 * 2) work on envelope threads. This means anytime you find a quote that relates to or responds to your envelope prompt, you need to write in on a notecard or slip of paper, along with the page number, and put it into your envelope. Do NOT put multiple quotes on one page. They need to be on separate pieces of paper. Also, do NOT simply google quotes related to your envelope thread. Find them honestly and personally, as you read.

IN-CLASS:

 * 1) Jay-Z or Jay-G quiz
 * 2) An actual quiz
 * 3) East vs West Egg. Comparing two mansions
 * 4) Comparing two parties, watching the film to compare
 * 5) The mysterious Mr. Gatsby and his books, old sport.

**HOMEWORK:**

 * 1) read chapter 4. Use the study guide questions to guide your reading . You do NOT need to answer them. There will be a quiz, and these questions will certainly aid in your understanding.
 * 2) work on envelope threads. This means anytime you find a quote that relates to or responds to your envelope prompt, you need to write in on a notecard or slip of paper, along with the page number, and put it into your envelope. Do NOT put multiple quotes on one page. They need to be on separate pieces of paper. Also, do NOT simply google quotes related to your envelope thread. Find them honestly and personally, as you read.

IN-CLASS:

 * 1) hand back work
 * 2) character presentations and discussion
 * 3) exploring the role of place in the story

**HOMEWORK:**

 * 1) read chapter 3 and answer study guide questions
 * 2) complete the top section of "setting as moral geography" worksheet (Tome #40)

IN-CLASS:

 * 1) finish 1920's presentations; reflect on similarities and differences (Tome #39)
 * 2) discuss wealth inequality video
 * 3) begin character group work
 * 4) start the novel in class

**HOMEWORK:**

 * 1) read chapters 1-2, answer study guide questions
 * 2) vocab sentences #15

IN-CLASS:

 * 1) Turning in research paper!
 * 2) Submission to turnitin.com
 * 3) Group presentations, part I (Tome #39)
 * 4) Characterization: showing vs telling
 * 5) Meeting Meyer Wolfsheim

**HOMEWORK:**

 * 1) Finish the character annotation for your assigned character. Underline and make notes re: what is revealed about this person.
 * 2) watch [|THIS wealth inequality video]  and prepare to discuss
 * 3) Vocab quiz #14 is next  class

IN-CLASS:

 * 1) Final Research Paper [[file:Copy of Research Paper Requirements.docx|checklist]]  & [[file:Copy of final editing.docx|editing tips]]
 * 2) Pick up //The Great Gatsby// in library
 * 3) //Gatsby// Webquest
 * 4) Work time in lab

**HOMEWORK:**

 * 1) Final Research Paper due Tuesday, April 28th
 * 2) //Gatsby// webquest slideshow due next class. Make sure it is shared with Ms. Wray and ready to be delivered at the start of class. Email Ms. Wray for a topic if you were absent.
 * 3) Vocab quiz #14 is next **Thursday**

IN-CLASS:

 * 1) Final //Huck Finn// exam

**HOMEWORK:**

 * 1) Final Research Paper due Tuesday, April 28th
 * 2) Bring your research paper draft next class as we go over some final to-dos and checklists

IN-CLASS:

 * 1) Final //Huck Finn// quizzie
 * 2) Final //Huck Finn// graded discussion
 * 3) Return of papers from reader

**HOMEWORK:**
Today you will begin creating your google slide show. Your Objective: Demonstrate how Twain presents and develops your assigned topic in the novel and how that theme relates to today’s world. Requirements: three examples from the text three specific modern examples a claim. what is twain trying to say to his 1885 audience? what is he saying to today’s audience? 2 questions for the class proofread, professional-quality, use of images and text
 * 1) Final Research Paper due Tuesday, April 28th
 * 2) Unit Test next class. [[file:11_huckfinn_examstudyguide.pdf|Study guide is here.]]
 * 3) Share Expert Topic presentations with Ms. Wray by tonight. They are posted here for review. The guidelines are:

IN-CLASS:

 * 1) Map sorting activity
 * 2) What's irritating about these chapters? discussion
 * 3) Tome #38, "Reader Response"

**HOMEWORK:**

 * 1) Finish //Huck Finn//
 * 2) Prepare for a graded discussion. [[file:11_huckfinn_finaldiscussionquestions.pdf|Topics and Rubric here]].
 * 3) Work to complete your expert topic presentations. They need to be ready to share by Monday evening.
 * 4) //Huck Finn// unit test next Wednesday. [[file:11_huck_examstudyguide|Study guide here]].

IN-CLASS:

 * 1) Quizzie on chapters 32-36
 * 2) Tome #37, "Examining Tom's Return"
 * 3) Discussion, chapters 32-36

**HOMEWORK:**

 * 1) Read //Huck Finn// chapters 37-39 (pages 265-284)

IN-CLASS:

 * 1) Expert Topic groups worktime
 * 2) Vocab quiz #13
 * 3) Discussing Huck's heroic moment: Is he a hero?

**HOMEWORK:**

 * 1) Vocab sentences #14
 * 2) Read chapters 32-36 (pages 232-264)
 * 3) Optional extra credit found poem

IN-CLASS:

 * 1) Expert Topic groups worktime
 * 2) Tome #36  and Realism/Romanticism discussion
 * 3) The River vs the Land
 * 4) Huck's moral development

**HOMEWORK:**
Look back to Huck's significant moment in chapter 31 when he declares, "All right then, I'll go to hell!" Much ado is made of this epiphany. Supposedly this is the moment Huck becomes a true hero. The question is: Is Huck’s realization worthy of praise? Consider the following quote before you answer: “Twain thinks that Huck's affection is a good enough reward for Jim. The same sort of ... critical reasoning that has raised Huck's paltry good intentions to a "strategy of subversion" ... precisely mirrors the same reasoning that white people use to convince themselves they are not "racist". If Huck feels positive toward Jim, and loves him, and thinks of him as a man, then that's enough. . . . White Americans always think racism is a feeling, and they reject it or they embrace it. To most Americans, it seems more honorable and nicer to reject it, so they do, but they almost invariably fail to understand that how they feel means very little to black Americans, who understand racism as a way of structuring American culture, American politics, and the American economy. “- American author Jane Smiley
 * 1) Revised draft #2 due Friday. BRING A HARD COPY IN FOR THE READER
 * 2) Vocab quiz #13 Friday.
 * 3) B8 Tomes due Friday
 * 4) Compose a 1-page, single-spaced response to the following prompt:

IN-CLASS:

 * 1) Some paper tips. Usefulness of paraphrasing.
 * 2) Tome #35  - Huck Finn discussion prep.
 * 3) Graded fishbowl discussion.

**HOMEWORK:**

 * 1) Revised draft #2 due Friday.
 * 2) Vocab quiz #13 Friday.
 * 3) Read //Huck Finn// chapters 28-31. Use the Audio Book!!! Be prepared for a GRADED and INTERACTIVE activity. Step up and do your part.
 * 4) Prepare for Tome check:
 * B6 - Monday 4/6
 * B7 - Wednesday 4/8
 * B8 - Friday 4/10

IN-CLASS:

 * 1) SBA talk from Admin team
 * 2) reminders about grades
 * 3) Helpful tips on wiki
 * 4) peer edit (sort of!)

**HOMEWORK:**

 * 1) Do the self-edit on your paper. Look at the sample papers on the unit page. Review your paragraph structure and examine your quotes carefully. Do they line up with your subpoints?
 * 2) Read //Huck Finn// chapters 21-27 by next Monday, 4/6/15. Use the Audio Book!!! Be prepared for a GRADED and INTERACTIVE activity. Step up and do your part.
 * 3) Periods B6 and B7 - Please bring drafts back on Monday for a few more minutes of peer editing.
 * 4) Prepare for Tome check next week:
 * B6 - Monday
 * B7 - Wednesday
 * B8 - Friday

IN-CLASS:

 * 1) collect sentences #13
 * 2) quizzy over //Huck Finn// 16-20
 * 3) discuss Tome #34  (chapter 17 work: the Grangerfords)
 * 4) general discussion of 16-20

**HOMEWORK:**

 * 1) Full rough draft is due next class. Please share a copy with me on the drive and bring a hard copy to class Wednesday. As you draft, weave in transitions to your outline, expand your thinking, and add support where needed.
 * 2) Bring your //Huck Finn// book next class, as we'll have reading time.
 * 3) Read //Huck Finn// chapters 21-27 by next Monday, 4/6/15. Use the Audio Book!!!

IN-CLASS:

 * 1) vocab quiz #12
 * 2) quizzy over //Huck Finn// 11-15
 * 3) finish chapter presentations
 * 4) silent discussion over 16-20

**HOMEWORK:**

 * 1) Read //Huck Finn// chapters 16-20. Use the Audio Book!!!
 * 2) Vocab sentences#13 next class.
 * 3) Look for my comments on the google drive; your full rough draft is due Wednesday, April 1st.

IN-CLASS:

 * 1) Research paper full outline Peer Edit. If you were absent, you both need to have someone peer edit your paper and you need to peer edit someone else's. (It is a required assignment.) The [[file:11_research_outline_peerrevision.docx|peer edit forms are here]] . You can reach out and ask for a someone who needs a paper edited, or I can pair you with someone.
 * 2) Continue //Huck Finn// chapter 3-10 group activity and discussion

**HOMEWORK:**
Class codes are:
 * 1) Read //Huck Finn// chapters 11-15. Use the Audio Book!!!
 * 2) Vocab quiz #12 next class.
 * 3) Register at [|No Red Ink] and complete the sentence fragment assignment.
 * B6 - cm9w9c3x
 * B7 - exeacada
 * B8 - kxh3h3em

IN-CLASS:

 * 1) Quizzy over chapters 8-10
 * 2) Tips and pointers for Works Cited
 * 3) Chapter 3-10 group activity and discussion

**HOMEWORK:**

 * 1) Full outlines due Friday. Reminders:
 * Include all sources, even those you've not used yet
 * Include your novel
 * Include a conclusion
 * And... the Works Cited list :) [|Formatting example here]

IN-CLASS:

 * 1) Quizzy over chapters 3-7
 * 2) Return sub-point #1 outline
 * 3) Outline work time

**HOMEWORK:**
Note: Maria, Eric K, Tin & Jake will all do "Nature vs Society"
 * 1) Read chapters 8-10. Use the audio book! Available [|here] or [|to download through school library].
 * 2) Full outlines due Friday
 * 3) Begin tracking your topics. Sign-ups are here:

IN-CLASS:

 * 1) Collect outlines subpoint #1 & vocab
 * 2) Quiz, chapters 1-2
 * 3) Discussion: Huck vs. Tom, the ironic mask

**HOMEWORK:**
Note: Maria, Eric K, Tin & Jake will all do "Nature vs Society"
 * 1) Read chapters 3-7. Use the audio book! Available [|here] or [|to download through school library].
 * 2) Begin tracking your topics. Sign-ups are here:

IN-CLASS:

 * 1) Return subpoints, go over outline formatting and requirements
 * 2) Vocab quiz #11
 * 3) Reflecting on Race Timeline discussion
 * 4) Reading [|this Leonard Pitts article]
 * 5) Intro to Satire
 * 6) Beginning the book

**HOMEWORK:**

 * 1) Outline subpoint #1 ([[file:sample partial outline for paper.doc|Template here]] )
 * 2) Vocab sentences #12 (feel free to do sentences rather than answering the questions)
 * 3) Read //Huck Finn// chapters 1 and 2. Use [|this audio book]! (Also available [|through our school library] for download to your device).

IN-CLASS:

 * 1) Timeline activity
 * 2) Collect subpoint worksheet

**HOMEWORK:**

 * 1) vocab quiz #11
 * 2) watch [|this biography of Mark Twain] and answer the questions provided in class

IN-CLASS:

 * 1) Thesis and subpoint workshop
 * 2) Pick up //Adventures of Huckleberry Finn//

**HOMEWORK:**
. Complete with as much detail re: evidence as possible. For example, include page numbers and partial quotes from novel, indicate specific notecards with number or author or quote, etc.

IN-CLASS:

 * 1) Collect thesis statement worksheets
 * 2) [[file:11_huckfinn_thoughtsaboutrace_tome32.docx|Tome #32 - A Few thoughts about race]] - and subsequent discussion

**HOMEWORK:**
NONE! (Unless you need to finish notecards and/or the thesis statement worksheet [see below, on HW for 2.19.15])

IN-CLASS:

 * 1) Vocab quiz #10 (8th period only)
 * 2) Work time in lab - final session!
 * 3) Thesis statement pre-write (finish this at home before you begin thesis work):
 * Start by clearly stating the issue you researched from your book.
 * Thinking about your research, consider what you learned, what confirmed your assumptions, what challenged you, and/or what surprised you. Be specific by providing at least one piece of research.
 * Did your research confirm or challenge your book’s position on your issue? How? Be specific and use at least one example from your book paired with or against an example from your research to make your point.
 * Based on your answers to the above questions what are some initial ideas you have for claims you could make?

**HOMEWORK:**

 * 1) Vocab sentences #11 (8th period only)
 * 2) Finish note cards; 6 sources and 40 note cards total are due by Sunday at 6pm
 * 3) Finish thesis pre-write from above.
 * 4) [[file:Thesis Statements.doc|Thesis statement worksheet]] due Monday

IN-CLASS:

 * 1) Vocab quiz #10 (6th and 7th periods only)
 * 2) Tips and Reminders
 * Read Ms. Wray's comments
 * Research questions (3-5 well articulated, revised questions)
 * Novel title in questions
 * Note Cards - link to sources! Not complete unless all 3 sections are completed.

**HOMEWORK:**

 * 1) Vocab quiz #10 next class (8th period only)
 * 2) Vocab sentences #11 (6th and 7th periods only)
 * 3) Make progress on note cards; 6 sources and 40 note cards total are due by Sunday at 6pm

IN-CLASS:

 * 1) Effective Searching: Boolean Searches, Truncation, synonyms for search terms
 * 2) Work time in lab

**HOMEWORK:**

 * 1) You MUST have 3-5 research questions entered on your dashboard. Otherwise I cannot offer you feedback.
 * 2) You MUST get to 2 sources and 10 note cards ASAP, as this was due by the end of class today.
 * 3) Vocab quiz #10 next class (Tuesday)

IN-CLASS:
Important dates:
 * 1) Collect vocab sentences #10
 * 2) Collect personal philosophy
 * 3) Overview of research project, due dates, and effective questions
 * 2/12: 2 sources/10 note cards
 * 2/21: 5 sources/40 note cards
 * 2/23: Thesis statement worksheet
 * 3/5: Full Outline due
 * 3/13: Rough Draft due
 * 4/1: Final Draft due

**HOMEWORK:**

 * 1) 2 sources and 10 notecards by end of next class
 * 2) vocab quiz #10 next Tuesday
 * 3) MAKE SURE YOU HAVE ENTERED RESEARCH QUESTIONS ON YOUR NOODLE TOOLS DASHBOARD.

IN-CLASS:

 * 1) Vocab quiz #9
 * 2) Final Thoreau discussion activity (Tome #31 )

**HOMEWORK:**

 * 1) Vocabulary sentences #10
 * 2) Research question worksheet. Follow directions carefully and email me if you have questions.
 * 3) Personal Philosophy Essay. 1-2 pages double-spaced. Read directions carefully and, again, email me if you have questions.

IN-CLASS:

 * 1) To lab for research overview from Ms. Doyle.

**HOMEWORK:**

 * 1) Read "Civil Disobedience" by Thoreau and answer questions 1-5, 7, 9. We will discuss this essay and "Where I Lived..." next class.
 * 2) Bring your independent novel for work on topic/research questions.
 * 3) Vocab quiz #9 is Friday. This is the first quiz of 2nd semester! Stay in the 100% Club!!!! Earn baked goods!!!! STUDY ON QUIZLET!!!!

IN-CLASS:

 * 1) Pass back tomes and work
 * 2) Debate-style discussion: Is Chris McCandless to be admired or rebuked, and why?
 * 3) Intro to Henry David Thoreau; reading "Where I Lived and What I Lived For," Tome #31

**HOMEWORK:**

 * 1) Come with 2-3 social issue ideas for next class's library research overview
 * 2) Finish the "Walden Pond" worksheet by finding the original quotes in Thoreau's text and paraphrasing them on the worksheet.
 * 3) Vocab quiz #9 is Friday. This is the first quiz of 2nd semester! Stay in the 100% Club!!!! Earn baked goods!!!! STUDY ON QUIZLET!!!!

IN-CLASS:

 * 1) Finish "Into the Wild"

**HOMEWORK:**

 * 1) [[file:11_transcendentalism_itwfilmresponse_tome30.pdf|Tome #30]]

IN-CLASS:

 * 1) Start "Into the Wild"
 * 2) Tracking on [[file:11_transcendentalism_itw_filmtracking.pdf|Tome #29]]

**HOMEWORK:**

 * 1) vocab sentences #9
 * 2) Read [|Krakauer's Outside Magazine article "Death of an Innocent"]

IN-CLASS:

 * 1) Finish Peer Teaching of Emerson's "Nature" essay

**HOMEWORK:**

 * 1) Vocab quiz #8 next class (last one!)
 * 2) Read AND ANNOTATE "Self-Reliance" by Emerson. You do NOT need to answer the questions on the back of Tome #28; we will discuss these in class on Thursday.
 * 3) [[file:11_sem1final_studyguide_2014-2015.docx|Final exam review here]] . Please start your review process.

IN-CLASS:

 * 1) Collect essays and drafts
 * 2) Independent Novel final assessment
 * 3) "Nature" by Emerson - group peer teaching prep

**HOMEWORK:**

 * 1) Tome #28 - first page only
 * 2) Study vocab for quiz on Thursday
 * 3) [[file:11_sem1final_studyguide_2014-2015.docx|Final exam review here]] . Please start your review process.
 * 4) Get your Tomes in order; I will collect them ON FINALS DAY. (Not on Thursday, as previously stated)

IN-CLASS:

 * 1) Vocab quiz #7
 * 2) Essay revision activity: highlight all the "to be" verbs (am/are/is/was/were/be/been/being) and strive to revise some of them using active, powerful verbs. Be aware of passive vs. active construction, which is a result of excessive use of the "to be" verb.
 * 3) Response to Abbey quote (Tome #27 ) and discussion
 * 4) A first reading of Emerson's "Nature" (Also Tome #27 )

**HOMEWORK:**

 * 1) Answer the questions for Vocabulary list #8
 * 2) Final assessment for Independent Novel - BRING YOUR NOVEL NEXT CLASS!
 * 3) Revised Gothic essay due next class. Bring your final, polished version along with the original draft. Here are some [[file:writing_sentencelevelrevision.pdf|useful revision tips]] to help polish your essay.

IN-CLASS:

 * 1) Review vocab sentences
 * 2) Peer revision for Gothic essay
 * 3) Tome #26 and nature discussion/Transcendental Intro

**HOMEWORK:**

 * 1) Vocab quiz #7 next class
 * 2) Independent Novel final assessment Friday. Bring book!
 * 3) Gothic essay rewrite due Friday

IN-CLASS:

 * 1) Finish //The Sixth Sense//
 * 2) In-class persuasive essay

**HOMEWORK:**

 * 1) Read your independent novels. Your final assessment will be on Friday, January 9th
 * 2) Have a great break! Rest! Relax!!

IN-CLASS:

 * 1) Begin //The Sixth Sense// as film example of Gothic Romanticism

**HOMEWORK:**

 * 1) none :-)

IN-CLASS:

 * 1) Fragment and run-on practice part 2 (period 2 only)
 * 2) "A Rose for Emily" close reading of the text tome #23

**HOMEWORK:**

 * 1) Vocabulary quiz #6 is this Friday. Study!
 * 2) read and annotate " the yellow wallpaper"
 * 3) extra credit found poem option

IN-CLASS:

 * 1) Fragment and run-on review grammar tome #2 ]
 * 2) Mea Culpa! Why teachers need to LISTEN more and PROCLAIM less...
 * 3) "A Rose for Emily" close reading of the text; Emily's external and internal persona

**HOMEWORK:**
Last names Anderson - Lewis complete chunks 1, 2, 4, 6 Last names Manske - Seymour complete chunks 1, 3, 5, 7
 * 1) Vocabulary quiz #6 is this Friday. Study!
 * 2) Complete [[file:arfe_chunkedtextactivity.docx|close reading guide]] . Tome #23 ] You do NOT need to read each chunked section twice, as indicated. Once is fine. The 'chunks' are indicated below.
 * Period B2**:

//Chunk #1:// Chapter one beginning with the line "WHEN Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old man-servant--a combined gardener and cook--had seen in at least ten years." and ending with "On a tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily's father."

//Chunk #2:// Rest of chapter one beginning with the line "They rose when she entered--a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head." and ending with "See Colonel Sartoris." (Colonel Sartoris had been dead almost ten years.) "I have no taxes in Jefferson. Tobe!" The Negro appeared. "Show these gentlemen out."

//Chunk #3:// All of chapter two.

//Chunk #4:// All of chapter three.

//Chunk #5:// Chapter four beginning with the line: "So THE NEXT day we all said, "She will kill herself"; and we said it would be the best thing." And ending with the line: "Then we knew that this was to be expected too; as if that quality of her father which had thwarted her woman's life so many times had been too virulent and too furious to die."

//Chunk #6:// Rest of chapter four beginning with the line: "When we next saw Miss Emily, she had grown fat and her hair was turning gray." And ending with the line: "She died in one of the downstairs rooms, in a heavy walnut bed with a curtain, her gray head propped on a pillow yellow and moldy with age and lack of sunlight."

//Chunk #7:// All of chapter five.

IN-CLASS:

 * 1) Fragment and Run-on practice Grammar Tome #1 ]
 * 2) "A Rose for Emily" reading quiz
 * 3) "A Rose for Emily" ordering the events and discussing the narrator

**HOMEWORK:**

 * 1) None! Just read your novels.

IN-CLASS:

 * 1) Crucible essay feedback reflection (Tome #21)
 * 2) Independent Novel Response #1
 * 3) Collect and review vocab
 * 4) Beginning "A Rose for Emily"

**HOMEWORK:**

 * 1) Finish your essay feedback reflection (tome #21) if you've not done so yet. Print a copy for your tome.
 * 2) Read "A Rose for Emily," slowly, annotating as you read. Fill in the Plot Sequence (Part I) and Complete the Level Two questions of Part II. Use the Level One questions to guide your reading; you do NOT need to answer them. [The annotated story and the study guide questions are Tome #22 ]

IN-CLASS:

 * 1) Vocabulary quiz #5
 * 2) Discussion on "The Feather Pillow" and "Young Goodman Brown"

**HOMEWORK:**

 * 1) Vocabulary Sentences #6
 * 2) Do another novel log. You should have a total of 5 after this one.
 * 3) Be prepared for an independent novel 1/2-way check. Bring your novels next class and be prepared to respond to a written prompt discussing what you've read and what you think about it.

IN-CLASS:

 * 1) Hand back work and Tome Update
 * 2) Finding the Gothic in Films presentations (and Tome #20)

**HOMEWORK:**

 * 1) Vocabulary Quiz #5 next class
 * 2) Read and annotate "Young Goodman Brown" and answer the questions Tome #25 ] at the end of the packet. This is a longer and more complicated story; please don't wait until the last minute to read it.
 * 3) IF YOU'VE NOT DONE IT YET: Print out "[|The Feather Pillow] " and read it, annotating as you read. As you annotate, note characteristics and techniques of Gothic Romanticism, among other observations (reactions, questions, observations, vocabulary, etc.) [The annotated story and its discussion notes are Tome #24 ]

IN-CLASS:

 * 1) Share and collect Revolutionary claim responses
 * 2) Introduction to Gothic Romanticism (Tome #19)
 * 3) Finding the Gothic in Films activity

**HOMEWORK:**

 * 1) Finish your Gothic in Films activity if you didn't finish in class; you'll have no time to prepare next class
 * 2) Print out "[|The Feather Pillow] " and read it, annotating as you read. Tome #24 . As you annotate, note characteristics and techniques of Gothic Romanticism, among other observations (reactions, questions, observations, vocabulary, etc.)

IN-CLASS:

 * 1) Finish work on Revolutionary Lit summative activity: concept map and written response
 * 2) Participation self-evaluation/reflection

**HOMEWORK:**

 * 1) Finish 3 paragraph written summative response. Reminder: this serves as your final evaluation for the Revolutionary Literature unit. You must include three quotes from our readings and most work to prove an original and insightful claim re: the literature and/or the period.

IN-CLASS:

 * 1) Collect vocabulary sentences #5
 * 2) Work on Revolutionary Lit summative activity: concept map and written response

**HOMEWORK:**

 * 1) Continue reading independent novels and do a novel log. You can just ignore the dates (and delete them if you want) on the novel log; you should be to 4 entries after this one.

IN-CLASS:

 * 1) Vocabulary Quiz #4
 * 2) Sharing and submitting "Personal Declaration of Independence"
 * 3) Reading from "The Autobiography of Benjamin Franklin" (Tome #18)

**HOMEWORK:**

 * 1) Vocabulary Sentences #5
 * 2) Read your novels :-)

IN-CLASS:

 * 1) Vocab Quiz #4 Whoops! next class...
 * 2) [[file:Notes on Rhetorical devices.doc|Notes on Rhetoric and Inductive/Deductive Reasoning]] (Tome #17 )
 * 3) Examining the "Declaration of Independence" as a Rhetorical Argument

**HOMEWORK:**

 * 1) [[file:Write Your Own.pdf|Write your own personal "Declaration of Independence"]]
 * 2) Vocabulary Quiz #4 next class
 * 3) Update: Complete Novel Log #4 by Sunday, even if you've not received a most recent comment from me yet. :-)

IN-CLASS:

 * 1) Review Revolutionary Ideals
 * 2) Finish Crevecoeur discussion
 * 3) Equiano discussion

**HOMEWORK:**

 * 1) Read "[|The Declaration of Independence] " and annotate!
 * 2) Vocabulary Quiz #4 next class

IN-CLASS:
What are you most proud of in your essay? What do you wish you’d done differently in the writing of this paper? What is one thing you learned (about writing, about the process, about you, about the Crucible, etc) during the writing of this paper? What grade would you give yourself, and why? Anything else I should know as I look at your paper?
 * 1) Paper Submission and Reflection
 * 1) Finish Revolutionary Ideals Skit and discussion
 * 2) Crevecoeur discussion and response (Tome #16 )

**HOMEWORK:**

 * 1) Read Equiano piece and answer questions 1-4, 6, 8
 * 2) Submit another Novel Log by Sunday

IN-CLASS:

 * 1) Reviewed essay requirements and sentence level revision (min 3 quotes, 5 extra points for error free paper; must submit to turnitin.com-see below)
 * 2) Rebus fun!
 * 3) Share aphorisms
 * 4) Tome #15 : Revolutionary period notes
 * 5) Revolutionary period skit activity

**HOMEWORK:**

 * 1) Tomes due Thursday
 * 2) Final essay due Thursday. Submit to turnitin.com. Class IDs: (B2 - 8971803), (B3 - 8973328), (B4 - 8973329); password: lojuniors. Bring all process pieces to class.
 * 3) Read "Letters from an American Farmer" annotate, complete reading guide.

**Friday, 10.24.14**

 * IN-CLASS**:
 * 1) Peer Revision wth drafts
 * 2) Revolutionary Lit intro activity with Ben Franklin's Aphorisms


 * HOMEWORK:**
 * 1) Finish Aphorism visual and persuasive paragraph. (Instructions Here: Tome #14 )
 * 2) Read Revolutionary Background Packet. Be prepared to discuss on Tuesday.
 * 3) //Crucible// final essay due next Thursday 10/30. Sign up for conferences to the left (conferences sign-ups).

**Wednesday, 10.22.14**

 * IN-CLASS**:
 * 1) Review unit test
 * 2) Discuss topic sentences and paragraph structure
 * 3) Work time in lab


 * HOMEWORK:**
 * 1) Rough draft due next class. Please DO NOT simply share your draft with me; you need to bring a hard copy of your typed, double-spaced draft.
 * [|Guidelines for quoting and citing a play are here.]
 * Writing Conference sign-ups will be posted Friday.

**Monday, 10.20.14**

 * IN-CLASS**:
 * 1) Unit Test
 * 2) Vocab Quiz #3
 * 3) Thesis review and discussion


 * HOMEWORK:**
 * 1) Vocabulary sentences #4
 * 2) For essay: Bring the following, typed up:
 * A revised thesis. Remember to use the guidelines presented last week!
 * Each of your subpoints indicated with a well-crafted topic sentence. Remember each subpoint must be arguable, not a statement of the obvious or a summary of the plot.
 * A minimum one quote of support (typed out in full) for each subpoint, along with properly cited page numbers.

**Thursday, 10.16.14**

 * IN-CLASS**:
 * 1) Review unit test format
 * 2) Final Graded discussion
 * 3) thesis writing guidelines


 * HOMEWORK:**
 * 1) Study for unit test and vocab test next class
 * 2) Three thesis statements due next class

**Monday, 10.13.14**

 * IN-CLASS**:
 * 1) Sharing Tome #12 (character map reflection)
 * 2) Predictions for Act IV
 * 3) Reading Act IV

REMEMBER THAT WEDNESDAY IS PSAT DAY; We next see each other on Thursday.
 * HOMEWORK:**
 * 1) Finish Act IV. [|Use the audio book] !
 * 2) Answer the Act IV discussion questions, including two higher-order questions on the back.[|Guidelines re: higher-order questions are here].
 * 3) Graded discussion next class. [[file:gradeddiscussionguidelines.pdf|Rubric and Guidelines here]].
 * 4) Do some initial thinking about your essay by looking at the prompts and narrowing it down to 2 or 3 that sound interesting. Please eliminate option #9, and note that you do NOT need to bring a thesis statement next class, as we are doing a thesis writing activity next class.

**Wednesday, 10.8.14**

 * IN-CLASS**:
 * 1) Act III 'most important moments' review
 * 2) Finish Act III viewing
 * 3) Character Map activity


 * HOMEWORK:**
 * 1) Novel log entry #2 by Sunday at Midnight. Please read my comments. :-)
 * 2) Vocab quiz #3 is next Thursday. Practice on quizlet!!
 * 3) Get tome in working order. They will be collected soon.
 * 4) Complete Tome #12 (Character Map Reflection):
 * Consider your use of symbol, arrangement, size, etc., and summarize what you revealed about character dynamics in //The Crucible//. What were you trying to convey in your map?
 * Offer new insights and reflect upon what you learned about how these characters relate to or influence each other. What did you discover during the map-making process?
 * Make predictions for the last act based on your new understandings of character. Be specific and focus on details.

**Monday, 10.6.14**

 * IN-CLASS**:
 * 1) Act III focus discussion and small group work. (Tome #11 is the discussion notes)
 * 2) Viewing Act II and Act III


 * HOMEWORK:**
 * 1) Read your independent novels! That's it. :-)

**Thursday, 10.2.14**

 * IN-CLASS**:
 * 1) Vocabulary quiz #2
 * 2) Grammar pre-test (except for B3 - we'll do it next class)
 * 3) Finish discussion of Metaphoric Language of Act II (Tome #10 ) and the language of metaphor (tenor, vehicle, grounds)
 * 4) Act 2, scene 2 inclusion debate
 * 5) Reading and discussing Act III


 * HOMEWORK:**
 * 1) Vocabulary sentences #3
 * 2) Read to end of Act III (use [|the audio book] to clarify as you read! Act III begins at 1:00.15 and finishes around 1:29.00. Most classes are already 5 minutes into the Act.) and complete Act 3 Focus Notes (Tome #11)
 * 3) Continue character motivation chart
 * 4) Novel log entry due by Sunday at midnight. I'll share it with you; you copy it, rename it, and share it back to me on google drive

**Tuesday, 9.30.14**

 * IN-CLASS**:
 * 1) Quiz on Act II
 * 2) Interactive Notes (tome #9 ) small group work, then large group discussion
 * 3) Begin discussion of Metaphoric Language of Act II (Tome #10 ) and the language of metaphor (tenor, vehicle, grounds)


 * HOMEWORK:**
 * 1) Vocabulary quiz #2. Study on quizlet!
 * 2) Read Act 2, scene 2, which appears at the end of the book as an appendix. Then, post a response to the prompt on the discussion page

**Friday, 9.26.14**

 * IN-CLASS**:
 * 1) Discuss Interactive Notes (tome #9 )
 * 2) Reading/Acting Act II


 * HOMEWORK:**
 * 1) Finish Act II. Read it carefully (NO SPARK NOTES!) as there will be a quiz on Tuesday
 * 2) Do the "Metaphoric Language" handout (Tome #10 ) once you complete Act II
 * 3) Finish your Interactive Notes for Act II

**Wednesday, 9.24.14**

 * IN-CLASS**:
 * 1) Discussing Act I Questions
 * 2) Act I Visual Metaphor activities
 * 3) Finishing Act I Film


 * HOMEWORK:**
 * 1) Fill in two questions (regarding Act I or where things will go in Act II) and two predictions in the "Interactive Reading" handout (Tome #9 )
 * 2) Get your independent reading novel if you've not yet!
 * 3) Vocab quiz #2 next Thursday. Study your words!

**Monday, 9.22.14**

 * IN-CLASS**:
 * 1) Collect Vocabulary sentences #2 and "Biographies of the Accused" homework
 * 2) Reading Act I, discussing character motivation (Tome #8 )
 * 3) Start the film


 * HOMEWORK:**
 * 1) Finish Act I and answer the question (typed, in complete sentences, please)
 * 2) Get your independent reading novel if you've not yet!

**Thursday, 9.18.14**

 * IN-CLASS**:
 * 1) Vocabulary quiz #1
 * 2) Silent reading time
 * 3) Discuss Act I Overture (tome #7 )
 * 4) Begin reading //The Crucible//


 * HOMEWORK:**
 * 1) Vocabulary sentences #2
 * 2) Biographies of the accused activity. [|Link is here.]
 * 3) Get your independent reading novel if you've not yet!

**Tuesday, 9.16.14**

 * IN-CLASS**:
 * 1) Go over Tome guidelines, assemble Tome.
 * 2) Discuss Miller and McCarthyism connection
 * 3) Tome #6 : "The Witch Hunt Phenomenon"
 * 4) Begin "Act 1 Overture" close reading (Tome #7 )


 * HOMEWORK:**
 * 1) Read the Act I Overture packet and respond to the questions in the margin.
 * 2) Novel choice and vocabulary quiz #1 next class. Study your words!

**Friday, 9.12.14**

 * IN-CLASS**:
 * 1) Hand back vocab and clarify expectations
 * 2) Tome #5 : Puritan concept review, imagining ourselves in a Puritan society.
 * 3) Tableaux of life in a Puritan village
 * 4) Quiz on Background reading
 * 5) Discussing Arthur Miller and his connection to the Salem Witch Trials. [|Article is here].


 * HOMEWORK:**
 * 1) Dale Akiki video viewing and written response. [|Video is here] . [[file:11_crucible_akikihomework.doc|Instructions are here]].
 * 2) Period B3 - read the article on Arthur Miller and his connection to the Salem Witch Trials. See link above.
 * 3) Novel choice (bring to class) and vocabulary quiz #1 - 9/18 (Thursday)

**Wednesday, 9.10.14**

 * IN-CLASS**:
 * 1) New seating chart!
 * 2) Elect class senators
 * 3) Edwards discussion in small groups and as class, regarding his persuasive methods, connotation and denotation, and figurative language.
 * 4) Tome #4: Puritan Notes
 * 5) Pick up //The Crucible// from the library


 * HOMEWORK:**
 * 1) Read “A Brief History of the Salem Witch Trials” - quiz next class.
 * 2) Return to the Edwards sermon, and identify and label the six Puritan tenets.
 * 3) Novel choice (bring to class) and vocabulary quiz #1 - 9/18 (Thursday)

**Monday, 9.8.14**

 * IN-CLASS**:
 * 1) Overview of wiki, syllabus, and vocabulary procedures.
 * 2) Finish "What is American" discussion; compile statements of "To be American means..." on poll.
 * 3) Tome #2 - "The Most Beautiful Image" activity.
 * 4) Tome #3: Jonathan Edwards and "Sinners in the Hands of an Angry God"


 * HOMEWORK:**
 * 1) Finish reading "Sinners in the Hands of an Angry God" and answer the questions on the back of the packet.
 * 2) Vocabulary: Write sentences for the words on vocabulary list #1.

**Thursday, 9.4.14**

 * IN-CLASS**: Today we started our long journey of getting to know each other. Or at least of my getting to know you. Here's what happened:
 * 1) Introductions and roll.
 * 2) Guess who game.
 * 3) Day One questionnaire and discussion of the Postman quote.
 * 4) Tome #1 - What is American?
 * 5) What is American visual.

(lojuniors.wikispaces.com - code is MJHPC4R)
 * HOMEWORK:**
 * 1) Register for the wiki and remind.
 * 1) Review Syllabus and write three questions on the notecard I gave you.
 * 2) Get materials.