Today, we are going to start Act II of The Crucible
First, we need to work on words of the day and discuss what happened in Act I.
Monday, September 19, 2022
Thursday, September 15, 2022
Wednesday, September 14, 2022
Wednesday
Early American Writing 1491-1800
Unit
Learning goal: Students will demonstrate knowledge of nineteenth century
foundation works of American Literature by choosing one of the four subsections
of this Unit (Native American Experience, Early Explorers and Settlers, The
Puritan Experience, and Writers of the Revolution) researching and reading an
additional story, essay or speech of their choice and creating a video
discussing the theme and how the work fits its particular period.
Scale/Rubric
relating to learning goal:
4 – The student can create a video that explores two or
more of the subsections of this unit and relate it to a theme and time period.
3 – The student can create a video that explores one of
the subsections of this unit and relate it to a theme and time period.
2 – With some direction/help from the teacher the student
can create a video that explores one of the subsections of this unit and relate
it to a theme and time period.
1 – Even with help from the teacher the student is unable
to can create a video that explores one of the subsections of this unit and
relate it to a theme and time period.
Today we are going to begin ACT I of The Crucible - note we need to finish these book by the end of next week. This story is about the Salem Witch Trials.
Monday, September 12, 2022
Monday
New Vocabulary:
Supinely
Inviolate
Martial
Despotism
Prudent
Abrogate
Buttress
Concomitant
Diaphanous
Impinge
Finally you should start/continue your personal narrative. First drafts will be due on Thursday.
Personal
Narrative
A Personal Narrative is a form of writing in which
the writer relates an event, incident, or experience in his or her own life. It
is usually focused on one idea. The
events of a personal narrative are most often presented in chronological order,
the order in which they actually occurred in time. The personal narrative
incorporates vivid descriptive details as well as the thoughts, feelings,
and reactions of the writer.
Remember the first paragraph, just like an essay, should have
a grabber or an attention getting statement and it can set up your reason for
writing—it could contain a controlling idea and can also state a list of topics
that you will discuss in your essay (these are not bad things to practice and
you should look at the student examples). It should follow a plot with an exposition,
inciting event and a resolution.
Some things
you can discuss:
1) Who
are you and where are you from? What is
your family like? What do your parents
or relatives do?
2) Tell
me something was important in your life (example: describe winning a race, or
attending your sister’s marriage, etc.)
3) Tell
a story about your past (maybe this past summer—such as your job)?
4) Overcoming
some problem or situation (example: I had a girl in the Marshall
Islands write about battling
anorexia).
5) Take
an experience from your life, an experience that taught you something about
life (either about suffering, about healing, about people, about yourself)
–Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of
usually makes a good story.”
6)
What you learned from COVID (how you grew); or what you've learned from
BLM, living through climate change, Ruth Ginsburg's death, etc.
I’m looking for passion,
excitement, description, dialogue, and your voice coming out and calling the
reader to pay attention because what you have to say is important!
Please use details, imagery and if
possible figurative language (metaphors, similes, personification, etc.) If you don’t know these terms do not worry,
we will cover them in class during the year.
Before you begin writing I’d like you to begin by pre-writing and
thinking about organization. Never just
start writing without jotting down ideas or writing out some sort of map or
outline.
The purpose of this assignment is
for you to start to format letters/ideas for you to use as a senior when you
apply to colleges and for scholarships.
It will also give you valuable writing practice for writing is a skill
that needs constant practice and developing.
Requirements: Your narrative needs to be at least 3 pages
long (it can be double-spaced). There is
no maximum length. You will be graded on
a rubric broken into ideas, organization, voice, word choice (usage), sentence
fluidity (structure), and conventions.
Grade: This assignment will be worth 150 points.
Unit
Learning goal: Students will demonstrate knowledge of the structure of
fiction by breaking down the essential building blocks (literary elements) of
short stories by plot, dialogue, imagery, character development, figurative
language (metaphor, symbolism, irony), point of view, connecting these blocks
to the overall meaning (or theme) of the text, and final writing a personal
narrative using some of these devices.
Scale/Rubric
relating to learning goal:
4 – The student can analyze the elements of a short story
come up with a valid theme (or themes) of a text and relate this theme to other
texts and/or movies and real world situations.
The student is able to write a personal narrative using these elements
to create a text with a realistic theme that relates to the student’s life.
3 – The student can analyze elements of a short story and
come up with a valid theme for a text.
The student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s life.
2 – With some direction/help from the teacher the student
can analyze the elements of a short story and come up with a theme for a
text. With some direction/help from the
teacher the student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s
life.
1 – Even with help from the teacher the student is unable
to analyze elements of a short story and come up with a theme for a text. Even with help from the teacher the student
in unable to write a personal narrative using some of these elements to create
a text with a valid theme that relates to the student’s life.
Personal Narrative Rubric
|
|
4
|
3
|
2
|
1
|
|
Ideas:
Introduction to the topic. Engaging
and orienting the reader by setting out a problem or a situation. This should include a controlling idea or
suggested theme.
(W2a,
W3a)
|
Topic
– controlling idea or theme is clear, and engaging. There is a problem or conflict in the
personal narrative. The controlling
idea links all sections of the narrative.
The presentation is near poetic in effect.
|
Topic
– controlling idea or theme is clear and engaging.
|
Topic
– controlling idea or theme is not clear, or the introduction is not
engaging. There might be no conflict
or problem or the intro. is wordy and /or rambles without getting to the
point.
|
The
introduction is hard to read or to understand as far as it relates to a
central idea or theme.
|
|
Details:
Use of narrative techniques such as dialogue, descriptions, concrete
details. This could include figurative
language (metaphor, similes, symbols, personification), use of allusions, irony,
and/or effective dialect.
(W2b,
W3b, W3c, W3d)
|
Details
are effective and add depth to the narrative.
The use of strategies such as figurative language relate back to the
controlling idea or theme. Use of many
techniques or strategies.
|
Details
are effective and concrete. Use of
many techniques or strategies.
|
The
narrative could use more details to develop the setting, problem or the
readers understanding of the storyline.
|
No
specific details. Narrative is a
collection of generalizations.
|
|
Organization:
Use of transitions to idea with idea, sequencing of events or plot
strategies, the presentation of ideas in a logical format.
(W2c,
W2f, W3b, W3c, W3e)
|
The
sequence of events and/or use of transitions to connect ideas and adds to the
text’s meaning or is innovative.
Techniques such as flashback, foreshadowing, use of parallelism, and
sentence organization (loose and/or periodic structures) might be used.
|
The
sequence of events and/or use of transitions is effective.
|
Narrative
is either missing transitions or the sequence of events are out of order,
illogical, or confusing as presented.
|
Narrative
lacks structure or organization.
|
|
Word
Choice/Syntax: Use of precise language, interesting word choice, SAT
vocabulary and varied syntax
(w2d,
w2e, L3)
|
Impressive
and effective vocabulary. Effective
and engaging syntax. Use of high-level
vocabulary and many types of sentences and sentence lengths for effect.
|
Precise
and effective language/vocabulary.
Varied syntax.
|
Overuse
of “to be” verbs or repetitious language.
Syntax is not varied much.
|
No
variation in syntax. Word choice is
simplistic.
|
|
Conventions/Spelling
(L1,
L2)
|
No
noticeable grammar errors
|
1-3
noticeable errors, but errors do not distract from the readability of the
narrative.
|
3
or more noticeable errors, or an error or errors that distract from the
readability of the narrative.
|
Narrative
is plagued with grammar errors and is hard to read |
Thursday, September 8, 2022
Thursday
Today I'm going to give you some time to finish the questions from yesterday. We might also review vocabulary. Make sure you share with me your journals on your personal experience.
Finally you should start your personal narrative. First drafts will be due next Wednesay.
Personal
Narrative
A Personal Narrative is a form of writing in which
the writer relates an event, incident, or experience in his or her own life. It
is usually focused on one idea. The
events of a personal narrative are most often presented in chronological order,
the order in which they actually occurred in time. The personal narrative
incorporates vivid descriptive details as well as the thoughts, feelings,
and reactions of the writer.
Remember the first paragraph, just like an essay, should have
a grabber or an attention getting statement and it can set up your reason for
writing—it could contain a controlling idea and can also state a list of topics
that you will discuss in your essay (these are not bad things to practice and
you should look at the student examples). It should follow a plot with an exposition,
inciting event and a resolution.
Some things
you can discuss:
1) Who
are you and where are you from? What is
your family like? What do your parents
or relatives do?
2) Tell
me something was important in your life (example: describe winning a race, or
attending your sister’s marriage, etc.)
3) Tell
a story about your past (maybe this past summer—such as your job)?
4) Overcoming
some problem or situation (example: I had a girl in the Marshall
Islands write about battling
anorexia).
5) Take
an experience from your life, an experience that taught you something about
life (either about suffering, about healing, about people, about yourself)
–Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of
usually makes a good story.”
6)
What you learned from COVID (how you grew); or what you've learned from
BLM, living through climate change, Ruth Ginsburg's death, etc.
I’m looking for passion,
excitement, description, dialogue, and your voice coming out and calling the
reader to pay attention because what you have to say is important!
Please use details, imagery and if
possible figurative language (metaphors, similes, personification, etc.) If you don’t know these terms do not worry,
we will cover them in class during the year.
Before you begin writing I’d like you to begin by pre-writing and
thinking about organization. Never just
start writing without jotting down ideas or writing out some sort of map or
outline.
The purpose of this assignment is
for you to start to format letters/ideas for you to use as a senior when you
apply to colleges and for scholarships.
It will also give you valuable writing practice for writing is a skill
that needs constant practice and developing.
Requirements: Your narrative needs to be at least 3 pages
long (it can be double-spaced). There is
no maximum length. You will be graded on
a rubric broken into ideas, organization, voice, word choice (usage), sentence
fluidity (structure), and conventions.
Grade: This assignment will be worth 150 points.
Unit
Learning goal: Students will demonstrate knowledge of the structure of
fiction by breaking down the essential building blocks (literary elements) of
short stories by plot, dialogue, imagery, character development, figurative
language (metaphor, symbolism, irony), point of view, connecting these blocks
to the overall meaning (or theme) of the text, and final writing a personal
narrative using some of these devices.
Scale/Rubric
relating to learning goal:
4 – The student can analyze the elements of a short story
come up with a valid theme (or themes) of a text and relate this theme to other
texts and/or movies and real world situations.
The student is able to write a personal narrative using these elements
to create a text with a realistic theme that relates to the student’s life.
3 – The student can analyze elements of a short story and
come up with a valid theme for a text.
The student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s life.
2 – With some direction/help from the teacher the student
can analyze the elements of a short story and come up with a theme for a
text. With some direction/help from the
teacher the student is able to write a personal narrative using some of these
elements to create a text with a valid theme that relates to the student’s
life.
1 – Even with help from the teacher the student is unable
to analyze elements of a short story and come up with a theme for a text. Even with help from the teacher the student
in unable to write a personal narrative using some of these elements to create
a text with a valid theme that relates to the student’s life.
Personal Narrative Rubric
|
|
4
|
3
|
2
|
1
|
|
Ideas:
Introduction to the topic. Engaging
and orienting the reader by setting out a problem or a situation. This should include a controlling idea or
suggested theme.
(W2a,
W3a)
|
Topic
– controlling idea or theme is clear, and engaging. There is a problem or conflict in the
personal narrative. The controlling
idea links all sections of the narrative.
The presentation is near poetic in effect.
|
Topic
– controlling idea or theme is clear and engaging.
|
Topic
– controlling idea or theme is not clear, or the introduction is not
engaging. There might be no conflict
or problem or the intro. is wordy and /or rambles without getting to the
point.
|
The
introduction is hard to read or to understand as far as it relates to a
central idea or theme.
|
|
Details:
Use of narrative techniques such as dialogue, descriptions, concrete
details. This could include figurative
language (metaphor, similes, symbols, personification), use of allusions, irony,
and/or effective dialect.
(W2b,
W3b, W3c, W3d)
|
Details
are effective and add depth to the narrative.
The use of strategies such as figurative language relate back to the
controlling idea or theme. Use of many
techniques or strategies.
|
Details
are effective and concrete. Use of
many techniques or strategies.
|
The
narrative could use more details to develop the setting, problem or the
readers understanding of the storyline.
|
No
specific details. Narrative is a
collection of generalizations.
|
|
Organization:
Use of transitions to idea with idea, sequencing of events or plot
strategies, the presentation of ideas in a logical format.
(W2c,
W2f, W3b, W3c, W3e)
|
The
sequence of events and/or use of transitions to connect ideas and adds to the
text’s meaning or is innovative.
Techniques such as flashback, foreshadowing, use of parallelism, and
sentence organization (loose and/or periodic structures) might be used.
|
The
sequence of events and/or use of transitions is effective.
|
Narrative
is either missing transitions or the sequence of events are out of order,
illogical, or confusing as presented.
|
Narrative
lacks structure or organization.
|
|
Word
Choice/Syntax: Use of precise language, interesting word choice, SAT
vocabulary and varied syntax
(w2d,
w2e, L3)
|
Impressive
and effective vocabulary. Effective
and engaging syntax. Use of high-level
vocabulary and many types of sentences and sentence lengths for effect.
|
Precise
and effective language/vocabulary.
Varied syntax.
|
Overuse
of “to be” verbs or repetitious language.
Syntax is not varied much.
|
No
variation in syntax. Word choice is
simplistic.
|
|
Conventions/Spelling
(L1,
L2)
|
No
noticeable grammar errors
|
1-3
noticeable errors, but errors do not distract from the readability of the
narrative.
|
3
or more noticeable errors, or an error or errors that distract from the
readability of the narrative.
|
Narrative
is plagued with grammar errors and is hard to read |
Wednesday, September 7, 2022
Wednesday
LEARNING GOAL: RI6 Determine an author's point of view or purpose in a text.
We will write sentences with words of the day and then we will read "Sinners in the Hands of an Angry God" on page 124.
How do you persuade people to do something? Make a list of things/ways you might make someone stop smoking.
As we read, think about the author's purpose. Why is he delivering this sermon? Remember logos, pathos, and ethos. Remember for a persuasive argument to be successful it must contain each of these. But, as we read you need to write down at least four emotional appears. Emotional appeals include FEAR, PITY, GUILT (emotions), etc.
You will also list his appeals for this sermon.
So, you will need to 1) write down Edwards emotional appeals (at least 4).
LOGOS - Appeal of Logic (is your argument logical)
ETHOS - Appeal of self (does your audience like due to how your act, speak or write)
PATHOS - Emotional Appeal (why should your audience care, what is in it for them?)
HW: Questions 1-3 and 5 on page 130.
Tuesday, September 6, 2022
Tuesday
Today we are going to go over types of syntax. I'll then give you some time to ponder your journal pre-write. The personal narrative assignment is below. We will be writing it over the next 2-3 weeks.
Journal:
Choose an experience or a scene from your life
you want to describe. Write a 1-page
account to communicate the power of the experience. Include vivid details. Write in the 1st voice. Describe the emotional impact of the
experience.
Personal
Narrative
A Personal Narrative is a form of writing in which
the writer relates an event, incident, or experience in his or her own life. It
is usually focused on one idea. The
events of a personal narrative are most often presented in chronological order,
the order in which they actually occurred in time. The personal narrative
incorporates vivid descriptive details as well as the thoughts, feelings,
and reactions of the writer.
Remember the first paragraph, just like an essay, should have
a grabber or an attention getting statement and it can set up your reason for
writing—it could contain a controlling idea and can also state a list of topics
that you will discuss in your essay (these are not bad things to practice and
you should look at the student examples). It should follow a plot with an exposition,
inciting event and a resolution.
Some things
you can discuss:
1) Who
are you and where are you from? What is
your family like? What do your parents
or relatives do?
2) Tell
me something was important in your life (example: describe winning a race, or
attending your sister’s marriage, etc.)
3) Tell
a story about your past (maybe this past summer—such as your job)?
4) Overcoming
some problem or situation (example: I had a girl in the Marshall
Islands write about battling
anorexia).
5) Take
an experience from your life, an experience that taught you something about
life (either about suffering, about healing, about people, about yourself)
–Think about F. Scott Fitzgerald’s statement: “What most people are ashamed of
usually makes a good story.”
I’m looking for passion,
excitement, description, dialogue, and your voice coming out and calling the
reader to pay attention because what you have to say is important!
Please use details, imagery and if
possible figurative language (metaphors, similes, personification, etc.) If you don’t know these terms do not worry,
we will cover them in class during the year.
Before you begin writing I’d like you to begin by pre-writing and
thinking about organization. Never just
start writing without jotting down ideas or writing out some sort of map or
outline.
The purpose of this assignment is
for you to start to format letters/ideas for you to use as a senior when you
apply to colleges and for scholarships.
It will also give you valuable writing practice for writing is a skill
that needs constant practice and developing.
Requirements: Your narrative needs to be at least 3 pages
long (it can be double-spaced). There is
no maximum length. You will be graded on
a rubric broken into ideas, organization, voice, word choice (usage), sentence
fluidity (structure), and conventions.
Grade: This assignment will be worth 150 points.
Personal Narrative Rubric
|
|
4
|
3
|
2
|
1
|
|
Ideas:
Introduction to the topic. Engaging
and orienting the read by setting out a problem or a situation. This should include a controlling idea or
suggested theme.
(W2a,
W3a)
|
Topic
– controlling idea or theme is clear, and engaging. There is a problem or conflict in the
personal narrative. The controlling
idea links all sections of the narrative.
The presentation is near poetic in effect.
|
Topic
– controlling idea or theme is clear and engaging.
|
Topic
– controlling idea or theme is not clear, or the introduction is not
engaging. There might be no conflict
or problem or the intro. is wordy and /or rambles without getting to the
point.
|
The
introduction is hard to read or to understand as far as it relates to a
central idea or theme.
|
|
Details:
Use of narrative techniques such as dialogue, descriptions, concrete
details. This could include figurative
language (metaphor, similes, symbols, personification), use of allusions, irony,
and/or effective dialect.
(W2b,
W3b, W3c, W3d)
|
Details
are effective and add depth to the narrative.
The use of strategies such as figurative language relate back to the
controlling idea or theme. Use of many
techniques or strategies.
|
Details
are effective and concrete. Use of
many techniques or strategies.
|
The
narrative could use more details to develop the setting, problem or the
readers understanding of the storyline.
|
No
specific details. Narrative is a
collection of generalizations.
|
|
Organization:
Use of transitions to idea with idea, sequencing of events or plot
strategies, the presentation of ideas in a logical format.
(W2c,
W2f, W3b, W3c, W3e)
|
The
sequence of events and/or use of transitions to connect ideas and adds to the
text’s meaning or is innovative.
Techniques such as flashback, foreshadowing, use of parallelism, and
sentence organization (loose and/or periodic structures) might be used.
|
The
sequence of events and/or use of transitions is effective.
|
Narrative
is either missing transitions or the sequence of events are out of order,
illogical, or confusing as presented.
|
Narrative
lacks structure or organization.
|
|
Word
Choice/Syntax: Use of precise language, interesting word choice, SAT
vocabulary and varied syntax
(w2d,
w2e, L3)
|
Impressive
and effective vocabulary. Effective
and engaging syntax. Use of high-level
vocabulary and many types of sentences and sentence lengths for effect.
|
Precise
and effective language/vocabulary.
Varied syntax.
|
Overuse
of “to be” verbs or repetitious language.
Syntax is not varied much.
|
No
variation in syntax. Word choice is
simplistic.
|
|
Conventions/Spelling
(L1,
L2)
|
No
noticeable grammar errors
|
1-3
noticeable errors, but errors do not distract from the readability of the
narrative.
|
3
or more noticeable errors, or an error or errors that distract from the
readability of the narrative.
|
Narrative
is plagued with grammar errors and is hard to read
|
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Today we are going to discuss Malcolm X and Martin Luther King (pages 1202, 1218-1228). Do questions 1-3, 4, 8, 9 on page 1228.
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Today we are going to review for the test.
