Monday, April 1
Classwork
- Do Now: Vocab Unit 13, Quiz B
- Then: Quiz Review
- After: Journal about technology's affect on literature (based on reading pp. 1286-1289 in The American Experience).
Homework
- Reminder: Bring an object to write about (see previous post for exclusions)
- Continue Independent Reading (those who did not sign-up, see me for a copy of Fahrenheit 451 by Ray Bradbury)
Tuesday, April 2
Classwork
- Do Now: Why did Julia Alvarez write "Antojos"? (based on reading from p. 1297 in The American Experience)
- Then: Read/Listen to the story for 'the importance of place.' In your journal, keep a list of occasions when place is mentioned in the story.
- After: Discuss how Julia Alvarez creates interest using 'in medias res', as well as flashback and foreshadowing.
- Next: Rewriting the story from a different perspective. This will be started in class and completed as homework.
Homework
- Finish re-writing 'Antojos' from the perspective of one of the men who change Yolanda's tire. There is no length required, only an accurate re-telling from the assigned person's perspective. Here's what I should see on Thursday:
- Heading- your name, my name, class and period, date at the top-left
- Centered title- Perspective: Rewriting 'Antojos'
- Three sections-
- Prewriting- Identify the character who's perspective you will be writing from. List notes about what details need to be considered in your story and how they are different from Yolanda's perspective in 'Antojos'.
- Drafting- Write a new version of the story. Use sensory details, flashback, monologue, and/or dialogue to provide background and give the reader a sense of this character's world. Remember: it uses the same events as 'Antojos', but the perspective is no longer Yolanda's- it is one of the men who changed her tire.
- Revising- Reread the story you wrote and look for points where you may have strayed from the perspective you have chosen. Delete details the character might not know, and add information to strengthen your use of point of view.
- Use the online version of The American Experience for reference.
Thursday, April 4
Classwork
- Do Now: share your short story with one other person in class. In your journal write a short response about how their answer differed from your own.
- Then: Turn-in the this mini short story activity
- After: Read about Alice Walker on p. 1311- how is dialect going to be used in her story?
- Next: Read/Listen to "Everyday Use" by Alice Walker (p. 1312-1320 in The American Experience)
- During: use the chart to determine how narrative voice and spoken language help you understand the character in the story. Chart this information in your Journal.
- After: Looking at your object, describe it in both a narrative voice and in spoken language. Using your journal chart this information as you did before. Does it help you to develop a better idea of the object?
Homework
- Study for Vocab Unit 14, Quiz A
- Begin thinking about a story that revolves around your object chosen in class or another one. At this point you can change, but you should know what the theme or central idea of your story will be by next Tuesday.
Thursday, March 28
Classwork
- Do Now: Journal about what makes American Literature, American (see the video here)
- Then: Multi-Media Preassessment directions
- After: 45 minute Assessment
- Preview Quarter 4 focus: Contemporary American Literature and Fiction Writing
Homework
Monday and Tuesday, March 11 and 12
Classwork
- Finish Shakespeare Activity- Any missing or incomplete steps may still be completed for credit
- Watch video to reinforce the 'Essential Question': How does literature shape or reflect society? Address this essential question of the quarter in your journal (If you are absent, the video, America in Primetime: The Crusader, can be viewed by clicking here. Please address the essential question in your journal as it pertains to this film.)
- Journal prompts for video (short answer format for each):
- (Required) Does literature shape or reflect society? Remember to use examples from the video and explain if literature shapes our society, reflects it or both.
- (Optional) How are modern characters different from those in the past? Why is it important to make this distinction? What does it say about our society versus the society of 50 years ago?
- (Optional) Does the audience need to think characters are 'good people' to stay engaged and relate to them? Does this say anything about the morality of the audience?
- (Optional) The video mentions that modern characters are usually forced to choose between two negative outcomes, also known as 'a rock and a hard place.' Why might this be more appealing to today's audience, than the clear choice between good and evil that characters in earlier stories faced?
- Reminder: we will be assessing and reflecting the products on Thursday in class
Homework
- Finish Steps 1-4 of the Shakespeare's Othello Activity by class-time on Thursday
- Finish the Product for presentation or submission by class-time on Thursday
Thursday, March 14
Classwork
- Do Now: pre-assess your product. In your journal, predict your product based on the rubric you've created for yourself.
- Then: Gallery Walk of products (student presentations if necessary for particular product)
- After: Assessment of products with student-produced rubric
- Then: Reflection on activity from beginning to end (finish by end of class)
- Preview next quarter's thematic focus: The Contemporary World: Non-fiction, Poetry and Fiction
Homework
- Sign-up for independent reading by Friday @ 2:15 (if I do not see that you are signed-up for a book by this Friday at 2:15, one will be assigned on March 28 when you arrive to class.)
- Create your American Literature Textbook account if you haven't done-so in the beginning of the year. Complete the first online activity (ask for print material on Thursday of you do not have internet access at home.)
Reminder: Friday is the last day for late work! Research Papers are required to pass the course for the year, as is the Shakespeare's Othello Activity. The only assignments that will be accepted after Friday, March 8 for a 3rd Quarter grade will be those associated with the Othello Activity.
Monday, March 4
Classwork
- Do Now: 15 minute review for cumulative vocabulary review on Thursday
- After: Hand-back graded work
- Next: Journal entry about progress on the Shakespeare's Othello Activity
Homework
- Study for cumulative vocabulary review test
- Continue working on Othello Activity
Tuesday, March 5
Classwork
- Do Now: Journal about themes in Othello and how they affect understanding of the quarter's essential question (Does literature reflect society?)
- After: Reviewing themes in Shakespeare's Othello (notes)
- Next: Project Workshop (working with partners who have similar themes)
Homework
- Continue studying for cumulative vocabulary review
- Continue creating product and any missed steps for the Othello Activity by next Thursday's class, March 14
Thursday, March 7
Classwork
- Do Now: Journal predicting performance on the cumulative vocabulary review test
- After: Cumulative vocabulary review test (online and written components)
- Time-permitting: Workshop to complete any missed steps for the Othello Activity
Homework
- Finish any late work by Friday at 2:15
- Continue working on Othello Activity due in-class on Thursday, March 14
- Reminder: Students who have NOT written a research paper still need to do so. Remember, this is a requirement for passing Junior English.
