The+Tome!

=Tome Entries:= //Catcher// climax response
 * Tome #46, 6.5.15**

//Catcher in the Rye// study guide
 * Tome #45, 6.1.15**

Thread Reflection Activity
 * Tome #44, 5.18.15**

Gatsby Close-Reading Work
 * Tome #43,5.12.15**

Chapter 4 Close Reading Work
 * Tome #42, 5.8.15**

Gatsby Study Guide Questions (chapters 1 and 2)
 * Tome #41, 5.4.15**

Setting as Moral Geography in //The Great Gatsby//
 * Tome #40, 5.4.15**

Notes on the 1920's
 * Tome #39, 4.27. 17**

Reader Response How is Twain's disdain for Romanticism evident in chapters 36-39?
 * Tome #38, 4.16.15**

"Examining Tom's Return"
 * Tome #37, 4.14.15**

"The Paperclip"
 * Tome #36, 4.8.15**

//Huck Finn// Seminar Prep & Tracking
 * Tome #35, 4.6.15**

"Living Large, Grangerford Style""
 * Tome #34, 3.30.15**

//Huck Finn// Chapters Timeline
 * Tome #33, 3.11.15**

"Some thoughts on race"
 * Tome #32, 2.23.15**

//Thoreau Essays and Responses// "Where I Lived and What I Lived For" and "Civil Disobedience" texts (annotated) Pond worksheet Reflection questions: 1. Which of the Thoreau quotes reminds you most of Chris McCandless and why? 2. Which of the Thoreau quotes rings truest for you and why? 3. How could you respond to Thoreau's advice to "live deeply and suck the marrow out of life"? Explain and give examples.
 * Tome #31, 2.2.15**


 * Tome #30, 1.29.15**


 * Tome #29, 1.27.15**

//Text of and response to Emerson's "Self-Reliance"//
 * Tome #28, 1.9.15**

Response to the Abbey quote and notes on the discussion/peer teaching of Emerson's "Nature" AND the annotated text of Emerson's "Nature"
 * Tome #27, 1.7.15**

Visualization of and emotional response to a special place in the natural world.
 * Tome #26, 1.5.15**

"Young Goodman Brown" annotated story and study guide questions.
 * Tome #25, 11.25.14**

"The Feather Pillow" annotated story and discussion notes.
 * Tome #24, 11.21.14**

"A Rose for Emily" .
 * Tome #23, 12.8.14**

"A Rose for Emily" annotated story and study guide questions.
 * Tome #22, 12.4.14**

Letter of Reflection following Crucible Essay evaluation and comments.
 * Tome #21, 12.2.14**

Finding the Gothic Romantic in Films Guided notes on presentations.
 * Tome #20, 11.21.14**

Introduction to Gothic Romanticism. Guided powerpoint notes.
 * Tome #19, 11.19.14**

"Autobiography of Ben Franklin" Guided reading notes.
 * Tome #18, 11.10.14**

. Please copy these from a friend and clarify as needed.
 * Tome #17, 11.5.14**

Crevecoeur Responses. Use Reading Guide as you read, then answer the following on a separate piece of paper: Then create a chart that contrasts the Dream of America and the Reality of America as indicated by Crevecoeur, using images and text.
 * Tome #16, 10.30.14**
 * 1) How are Crevecoeur’s letters III and IX different in tone and message? What seems to be the predominant message of each letter, and what passage best conveys this message?
 * 2) Which letter is most effective, and why?

Revolutionary Period Notes. Use guided note sheet and background reading.
 * Tome #15, 10.28.14**

Ben Franklin Aphorism Activity. Write down the [|definition of aphorism], then choose one of [|Ben Franklin's Aphorisms] to answer the following in a couple of paragraphs: Then, create a poster (see Ms. Wray for cardstock) in which you include both the aphorism and images to express the meaning of the aphorism. On the back of the poster, write a persuasive paragraph in which you persuade someone to incorporate this aphorism into his/her own life and why. Explain how this aphorism guides you in your life, using specific anecdotes,and do your best to convince others they should follow your example.
 * Tome #14, 10.24.14**
 * 1) What does the aphorism mean?
 * 2) Why does this aphorism speak to you personally?

Act IV Discussion Questions. Please complete the questions and come up with two higher-order questions on the back of the sheet.
 * Tome #13, 10.16.14**

Character Map Reflection
 * Tome #12, 10.8.14**
 * 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.


 * Tome #11, 10.2.14**

Metaphoric Language from Act II of //The Crucible//. Take notes on the back: Example: That man is a bulldozer.
 * Tome #10, 9.30.14**
 * Tenor - the thing being described
 * Vehicle - the ‘new thing’ it is compared to
 * Grounds - what they have in common
 * man = tenor
 * bulldozer = vehicle
 * grounds = strength, power, pushing their way through, etc.

Then, do the following:
 * 1) Look back to the metaphors from Act II. Circle the operative words.
 * 2) Now come to a conclusion regarding his choices. What is the impact of THESE comparisons? How does it tie into the greater meaning of the play?
 * 3) Consider, for example, how the meaning might be different if the line was “theology is a diamond” or “my wife is the very bread and butter of the church.” How have Miller’s choices with words and images and language helped create meaning in the play?

[|Interactive Reading Notes for Act II]
 * Tome #9, 9.24.14**


 * Tome #8, 9.18.14**

Act I Overture
 * Tome #7, 9.18.14**

"The Witch Hunt Phenomenon" Create a 3-circled Venn Diagram in which you compare and contrast the following three incidents: -Salem Witch Trials of 1692 -Miller and the McCarthy Hearings of the 1950s -Dale Akiki in 1991 In your Venn Diagrams, look for distinct similarities and differences between these episodes. In the similarities, try to focus in on forces that all 3 events have in common. Then, answer the following: How do you see these dynamics/forces in YOUR life? How have you encountered or witnessed these forces?
 * Tome #6, 9.16.14**

"Puritan Review"
 * Tome #5, 9.12.14**
 * 1) Review each of the Puritan ideals by listing each, defining it in your own words, and drawing your own symbol to represent it.
 * 2) After the Puritan tableau, reflect on the practical effects of living in a society like this. What would it mean for your life? for your relationships? Reflect on how you would be impacted, day-to-day, by living in a world like this.

"Puritan Notes"
 * Tome #4, 9.10,14**

"Sinners in the Hands" The Questions and packet of "Sinners in the Hands of an Angry God," including interactive reading and notations of the 6 Puritan Tenets in the text.
 * Tome #3, 9.10.14**

"The Most Beautiful Image" Think of the most beautiful image you can imagine. It may be real, a memory, imagined, or something else completely. Draw this image, then describe the emotions associated with this image with 5 strong words. Then, draw a visual to represent the lines read in class from the Edwards sermon ("Sinners in the Hands of an Angry God"). After you visually represent the images contained within the sermon, come up with 5 words to describe the emotions elicited by these images.
 * Tome #2, 9.8.14**

"What is American" a. Write for about 5 minutes, addressing what it means to be American. Perhaps consider history, identity, race, culture, values, traditions, etc. to try to articulate what defines the American identity. Finish your paragraph with a clearly articulated statement that serves as a concise definition. b. Which of the words and concepts, if eliminated, would most affect our identity as a nation? Why? c. What questions should we ask as part of our inquiry into American Literature? What questions should help guide our exploration? What questions do you have about American Literature?
 * Tome# 1, 9.4.14**

=Grammar Tomes:= //To be placed at back of main Tome section, with a separate Table of Contents and a Divider indicating the section.// Fragment and Run-on Practice
 * Tome #2, 12.8.14**

Fragment and Run-on Notes and Practice Sheet.
 * Tome #1, 12.4.14**