Welcome to English 2R!

Week 1 - August 17-20 - Know the Show:

Iowa Core: Listen for information & understanding Real-World Application: Mastering these listening & interaction skills will help you get along in school, home, work, and society.

>Tuesday 8/17:

journaling.jpgGrab a notebook/journal from your class box; grab a few markers, colors, etc. to decorate the front cover or sheet of your journal (including your name); and then, on the inside of your notebook, introduce yourself by telling what you feel is important for me to know.


>Mrs. Hartwig's Introduction

>View and discuss semester schedules, normal class routines, wiki, and work expectations.


>Discuss classroom integrity.

>Read aloud and share introductions.

>Look for independent reading book




>Wednesday 8/18:

journaling.jpgDescribe what you feel respect is all about. Use specific examples - words, actions, thoughts - of what is and is not respectful to you. What speech and behavior help you feel respected? What speech and behavior make you feel disrespected?



>Discuss group discussion/group work & its significance in this class

>Community building activities to determine class rules

>Each group come up with a typical situation that happens in school each week and design a role play with both a respect and disrespect outcome - then discuss different actions



>Thursday 8/19:

reading_icon.jpgSilent Reading 10 minutes

>Continue community building to determine class rules

>Consider what “rules,” as society defines them, are helpful in creating a good, safe, comfortable, and productive classroom

Behavior (to classmates & teachers), Speech, Work ethic, Gum/candy/drinks, iPods, Bathroom. ????

>In groups, decide what you would like included in our classroom agreement

Which “behaviors” from above? What about student-to-teacher expectations? What about teacher-to-student expectations?

>Compose & print out contract of class rules for students/parents to sign


assignment.jpgDUE TOMORROW - Classroom Compact - Everyone bringing back their classroom compact signed by both student and parent will get the full 10 points AND a TREAT!



>Friday 8/20:

achieve3000.jpgIntroduction


Iowa Core: Use a variety of skills and strategies to comprehend complex nonfiction & informational text.Real-World Application: Developing reading strategies and your reading-writing connections improves all your comprehension skills, whether it is in English, math, history, newspaper reading, work, or whatever you read and write about in the real world.

assignment_due.jpgDue TODAY - Classroom Compact


>Discuss Iowa Core & its relevance to students

>Interest Inventory http://www.quia.com/sv/333585.html







Week 2 - August 23-27 - Show the Know:

Iowa Core: 1) Use an effective writing process, 2) Write on demand, 3) Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax, and style
Real-World Application: Developing and mastering grammar and writing skills increases your ability to effectively communicate in all other classes, in addition to work, civic, and personal life situations both now and as an adult.

>Monday 8/23:

achieve3000.jpg"What Adults Can Learn From Babies"

2 things to remember when using Achieve3000:

1) Make sure your browser has allowed pop-ups from Empower3000.com;

Picture_2.png

2) Resize your window so that when you get to the Thought Question you will be able to refer to and see the pop-up window that will show the article you are writing about.

Picture_3.png


>Tuesday 8/24:

reading_icon.jpgSilent Reading 10 minutes >Discuss Reading Annotations & Read-100-Books Pizza Party!

>Grammar Matters - Make the Connection:

J: What do we, as babies, learn about communicating from our families and caretakers? What are some of the phrases you speak in your family that you haven't heard other people speak? What are some phrases or ways of speaking you've heard other families speak that you and your family never say?

>Discuss importance of grammar as it relates to lax communication today (LOL, r we BFFs? brb) versus formal and business communication today.

quiz.jpgGrammar Quiz **http://www.quia.com/quiz/1896434.html**






>Wednesday 8/25:

atstudentdesk.gif

>Grammar Matters continued: What do you know about GRAMMAR?

>Grammar Games (Label Parts of Speech - Basketball Style)





>Thursday 8/26:journaling.jpgWhat kind of writing have you had to do in previous grades? What kind of organization, pre-writing, and research have you used? How difficult or easy is writing for you? Why? What are your strengths and weaknesses in writing?


>Discuss the writing process and 6-traits writing (terms and rubrics).


assignment.jpg#1DUE AT END OF CLASS TODAY - Create your own R.A.F.T. idea

#2: DUE AT BEGINNING OF CLASS FRIDAY - Complete your writing assignment according to your own R.A.F.T. idea






>Friday 8/27:

reading_icon.jpgSilent Reading 10 minutes

assignment_due.jpgR.A.F.T. writing assignment DUE TODAY

>Writing Process Activity







Week 3 - August 30-September 3 - LITERARY CRITICISM & LITERARY TERMS


>Monday 8/30:

quiz.jpgWriting Quiz


>Intro to literary terms


Iowa Core: Using a variety of skills & research-based strategies to comprehend and interpret literary text, such as evaluating text to include character motivation and literary devices and analyzing literature based on literary elements of setting, plot, characterization, theme, mood, point of view, tone, etc.
Real-World Connection: Being able to develop your knowledge of literature and the language used to interpret it will strengthen your focus on language used in both your independent reading and the music you listen to every day, which will enrich your understanding and enjoyment of both.

>Find the literary terms in today's music:


**"Drops Of Jupiter"**
lyrics Songwriters: Hotchkiss, Robert S; Monahan, Pat; Stafford, James W; Underwood, Scott Michael; Colin, Charlie;
Now that she's back in the atmosphere
With drops of Jupiter in her hair, hey
She acts like summer and walks like rain
Reminds me that there's a time to change, hey
Since the return from her stay on the moon
She listens like spring and she talks like June, hey, hey
But tell me, did you sail across the sun?
Did you make it to the Milky Way
To see the lights all faded
And that heaven is overrated?
Tell me, did you fall for a shooting star?
One without a permanent scar...

© BLUE LAMP MUSIC; EMI APRIL MUSIC INC.;

>Create a LITERARY TERMS poster of your literary term(s) and begin copying information in the LITERARY TERMS poster passing game




>Tuesday 8/31:

reading_icon.jpgSilent Reading 10 minutes


Perspective... it's all in how you look at it.

>What can you see from where you are?

+Take a quarter sheet and, from your seat, SILENTLY write down a description of the object uncovered before you; write in detail what you see from your vantage point.
+Class discussion about our DESCRIPTIONS and our PERSPECTIVE of the object

>What can you see when you look through a special lens?


+Now number off 1 through 5.
+REMAIN SILENT
+Ones, analyze the object now from the lens of a humanist - looking for anything relating to humans, their needs, and their desires.
+Twos, analyze the object now from the lens of an environmentalist - looking for anything relating to nature and our environment.
+Threes, analyze the object now from the lens of an economist - looking for anything relating to goods, materials, production, and wealth
+Fours, analyze the object now from the lens of religion - looking for anything relating to religion, spirits, and powers.
+Fives, analyze the object now form the lens of a mathematician - looking for anything relating to numbers, geometrics, problems, and solutions.
+Class discussion on FINDINGS and PERSPECTIVES.


>Wednesday 9/1:

Perspective continued... it's all in how you look at it

starry_night.jpeg


//Starry Night// by Vincent //van Gogh//
reader response vs. formalism/new criticism

guernica.jpeg

Guernica by Pablo Picasso
archetypal vs. new historicism


Saddam_captured.jpeg

Saddam Captured, retrieved from http://www.chandrakantha.com

- Music of India

cultural


The-Problem-We-All-Live-With-8x5.jpg


"The Problem We All Live With" by Norman Rockwell

Marxist vs. Feminist



>Thursday 9/2:

reading_icon.jpgSilent Reading 10 minutes

Moving from the lens to the language

>Review of literary terms

>Find a LITERARY TERMS poster from Monday and begin copying information in the LITERARY TERMS poster passing game to review for TOMORROW'S QUIZ

>Now, apply that same lens to literature:

"Wrist-Wrestling Father"

"Richard Corey"



>Friday 9/3:

atstudentdesk.gifReview your Literary Terms for today's quiz


quiz.jpgLiterary Terms Quiz

>Plagiarism Review & Discussion


laptop.jpgBlog and Annotation Work Time




Week 4 - September 7-10 - "The Epic of Gilgamesh" & Archetypes

Monday, 9/6 - (No School - Labor Day)


Tuesday, 9/7

reading_icon.jpgSilent Reading (10 minutes)


>Introduction to Archetypes

>What is an archetype?

>What are some common archetypes found throughout literature?


>How can characterization affect the plot of a literary work?

>How are archetypal characters a reflection of human nature?

>Why have archetypal patterns been prevalent in literature throughout history?


>Archetypal Bingo

++ 5 across = 1 treat
++ 5 diagonal = 1 treat
++ 6 down = 2 treats
++ black-out = 4 treats

Wednesday, 9/8

journaling.jpgWrite what you know about how people communicated before the Internet (around 1990) and even the printing press (1440). What forms of writing do you know or have you heard about? How did stories get passed from generation to generation?


>In pairs, research "The Epic of Gilgamesh." Include in your research the following elements:

*authorship

*setting

*historical significance

*writing form

>Prepare a PowerPoint (with proper citations) to present your information to the class

*There is no minimum number of slides, just a minimum number of elements to include, as shown above.
*You may look at Wikipedia, but please be creative in your research, using other sites as sources; otherwise, everyone's PowerPoints will look the same.
*Use your good research skills and ask the Who, What, When, Where, Why & How questions about all the content elements.
*On the last page of your PowerPoint, you must copy and paste the URL of all the sites/sources you used.


Thursday, 9/9

laptop.jpg

*

*Sign out a laptop.

*Log on student/student.

*Make sure you're on Room 303 airport.

*


>Continue Researching facts about "The Epic of Gilgamesh"


>Epic Poetry Intro





Friday, 9/10

laptop.jpg

Get out the ONE COMPUTER that has your group's PowerPoint on it & open up the PowerPoint and get ready to present.





>Student presentations of "The Epic of Gilgamesh":




>Teacher presentation on "The Epic of Gilgamesh



prize.jpg

The pair with the best information and presentation will earn a treat.









Week 5 - September 13-17 - "The Epic of Gilgamesh"

Monday, 9/13

achieve3000.jpg"What's Under the Sand?"




Tuesday, 9/14

>Annotating Skills lesson


>"The Epic of Gilgamesh" Text, page 502 of purple Literature book

>In pairs, begin reading "The Epic of Gilgamesh" and complete the following:

>As you read, use stickie notes to annotate your text for the following:

++figurative language

++archetypes

++trouble spots

++questions

++personal/real-world connections

>Complete the Figurative Language handout with the figurative language you find in your reading of "The Epic of Gilgamesh."

assignment_book.jpgFigurative Language handout & archetype list DUE WEDNESDAY







Wednesday, 9/15

journaling.jpgDescribe the plot of "The Epic of Gilgamesh."

>Continue reading, in pairs, "The Epic of Gilgamesh."

>Continue annotating.

>Using your archetype handouts from earlier this week, search and record (on a separate sheet of paper) as many archetypes as you can find (the winning pair gets a prize on Wednesday!)


assignment.jpg

Figurative Language handout DUE TODAY

Archetype list DUE TODAY



assignment_book.jpg


"The Epic of Gilgamesh" TEST ON MONDAY

Thursday, 9/16

reading_icon.jpgSilent Reading (10 minutes)


>Know the Facts: "The Epic of Gilgamesh"

"The Epic of Gilgamesh" Partner Review



assignment_book.jpg


"The Epic of Gilgamesh" TEST MONDAY








Friday, 9/17

journaling.jpgDescribe the plot of "The Epic of Gilgamesh" as you now know it.

>Review the plot and student annotations for discussions

"The Epic of Gilgamesh" Text

>Discuss annotations from your reading:

++ trouble spots

++ questions

++ connections

++ figurative language

++archetypes

Archetype winners get a TREAT!


assignment_book.jpg


"The Epic of Gilgamesh" TEST MONDAY








Week 6 - September 20-24 - The Iliad

Monday, 9/20

atstudentdesk.gifGet with a partner for 5 minutes of review for test.


quiz.jpg

"The Epic of Gilgamesh Test"



>Moving ahead over 1,500 years from The Epic of Gilgamesh to Homer

>Get in pairs to research Homer, The Iliad, and the Trojan War background.

>What do you remember from The Odyssey (who was in it, when was it)?

>Answer the Who, What, When, Where, Why & How of The Iliad

>What do we know about Homer?

>Make the connections about how it all fits together

>Choose either a PowerPoint or a poster, and be ready to present your findings Wednesday in class in a 2-3 minute presentation

>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together



Tuesday, 9/21

reading_icon.jpgSilent Reading (10 minutes)

>Homer's The Iliad

>In your pairs from yesterday, continue researching The Iliad and the Trojan War background.

>What do you remember from The Odyssey?

>Answer the Who, What, When, Where, Why & How of The Iliad

>Make the connections

>Be ready to present your findings tomorrow in class on either a poster or a PowerPoint in a 2-3 minute presentation.

>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together




Wednesday, 9/22

laptop.jpg>Get the laptop your PowerPoint is on.

>Join your partner in reviewing your presentation.

>Student Presentations



Thursday, 9/23

>Complete Student Presentations

>Teacher Presentation


http://ablemedia.com/ctcweb/consortium/iliadppt1.html

>How did it really begin?

GoldenApple.jpg

"The Golden Apple"



Friday, 9/24

>The Iliad and the Trojan War time line









Week 7 - September 27-October 1 - The Iliad

Monday, 9/27

atstudentdesk.gif>Review the Trojan War Background & Time line


>Get the GIST (Get It Summarized Tightly)


>Researching & Learning the Plot of The Iliad

-Find a summary from the Internet of your assigned book/chapter of The Iliad.

-Read your questions essential to understanding The Iliad.

-Get the GIST of your book/chapter, making sure that anyone reading your summary will be able to answer the essential questions.




Tuesday, 9/28

quiz.jpg

Get with a partner and review for your

Trojan War Background Quiz





laptop.jpg>Continue working on your summary of your Iliad book/chapter





Wednesday, 9/29

reading_icon.jpgSilent Reading 10 minutes

>Type the completed summary of your book/chapter into our class summary

>Sharing & Learning the Plot of The Iliad




Thursday, 9/30

reading_icon.jpgSilent Reading 10 minutes

>Sharing & Learning the Plot of The Iliad




Friday, 10/1

journaling.jpgWrite your summary of the beginning of The Iliad. Then hand in.

>Sharing & Learning the Plot of The Iliad






Week 8 - October 4-8 - The Iliad

Monday, 10-4

achieve3000.jpg"A Super-Powered Suit"

>Sharing & Learning the Plot of The Iliad

assignment_book.jpgThe Iliad Test on Friday




Tuesday, 10-5

reading_icon.jpgSilent Reading (10 minutes)

>Sharing & Learning the Plot of The Iliad

assignment_book.jpgThe Iliad Test on Friday




Wednesday, 10-6

>The climax of The Iliad

>Read-aloud of Book XXII "The Death of Hector"


assignment_book.jpgThe Iliad Test on Friday




Thursday, 10-7

journaling.jpgWhat do you feel is the "moral of the story" or the theme of The Iliad?


>Fitting it all together

>Retelling the story of The Iliad

assignment_book.jpg

1) The Iliad Test on Friday

2) Bring back your signed permission slip to watch the film Troy; without the permission slip, you will be unable to watch the movie next week.




Friday, 10-8

atstudentdesk.gifGet with a partner to review for today's test

quiz.jpgThe Iliad TEST

assignment_book.jpg

By Monday, bring back your signed permission slip to watch the film Troy;

without the permission slip, you will be unable to watch the movie next week.







Week 9 - October 11-15 - The Iliad, Battles & Writing with Similes

Monday, 10-11

an_essay_writing.gif

Pre-write: Think about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self). You will be describing this battle in at least 200 words, using at least one Homeric simile.





assignment_book.jpg

1) Pre-Write due Tuesday, 10-12

2) Final battle essay due Friday, 10-15



TROY.jpg>View 35 minutes of Troy



Tuesday, 10-12

an_essay_writing.gif

laptop.jpg

Rough Draft: Put your pre-write information about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self) into rough draft form on the computer. Incorporate at least one Homeric simile in at least 200 words, and use either 1st person or third person point of view.



assignment.jpgPre-Write of battle essay due today


assignment_book.jpg

1) Rough Draft due Thursday, 10-14

2) Final battle essay due Friday, 10-15



TROY.jpg>View 30 minutes of Troy




Wednesday, 10-13

an_essay_writing.gif

laptop.jpgRevise: Revise your essay about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self), making sure you have incorporated at least one Homeric simile in at least 200 words, concentrating on the picture you are creating with your words.



assignment_book.jpg

1) Rough draft of battle essay due Thursday, 10-14

2) Final battle essay due Friday, 10-15




TROY.jpg>View portions of Troy



Thursday, 10-14

an_essay_writing.gif

laptop.jpg

Peer Review/Edit: Peer review at least three of your classmates' battle essays, making sure you 1) stay positive and write a specific strength of your peers’ essays, 2) offer specific suggestions on wording, logic, organization, and content, and 3) note grammatical corrections you feel necessary in the essays




assignment.jpgRough Draft of battle essay due today

assignment_book.jpg

>Final battle essay (and your peer review/edit sheet) due Friday, 10-15

>(If not done on Friday, you will be completing that instead of completing the movie.)







Friday, 10-15

assignment.jpg

>Final battle Essay (along with your peer review/edit sheet) is DUE TODAY by end of class

>(If it is not done when you get to class, you will be completing your essay rather than watching the movie.)




TROY.jpg>Watch remainder of Troy




Week 10 - October 18-21 - Oedipus the King

Monday, 10-18

reading_icon.jpgSilent Reading (10 minutes)


>Discuss tragedy terminology & importance of tragedies in society


>Oedipus The King - In the beginning...



Tuesday, 10-19

assignment_book.jpg<Assignment: Oedipus Cartoon - DUE THURSDAY>


>Oedipus The King In the beginning...

a_videotaping.jpg"Little Eddy" - an original 9-act play... by YOU



Wednesday, 10-20 (2-hour early dismissal for P-T Conferences)

atstudentdesk.gif>MY APOLOGIES, but I still have NO VOICE.

>THANK YOU FOR YOUR PATIENCE AND COOPERATION TODAY!!

>In an attempt to hopefully have a voice for this afternoon and evening's P-S-T conferences, I will not be speaking today.

>Please grab a Unity of Action packet and either 1) read and study it silently or 2) read and study it with a partner VERY QUIETLY.

>Realize that understanding the plot of this complex work is essential to not only your understanding of the actual text but to your enjoyment and engagement when we read/perform it next week.

Oedipus_blinded.jpg


a_secret.jpgAnd yes, Oedipus blinds himself by gouging out his eyes with the pin of a brooch from his mother's/wife's gown when he makes his anagnorisis (critical discovery) that he had previously been blind to all his life.









>When you are done with the Unity of Action packet, please either read silently or work on your Oedipus Cartoon that is DUE TOMORROW




Thursday, 10-21 (2-hour early dismissal for P-T Conferences)

atstudentdesk.gifSee the board for your new seating chart (yes, even 1st period).

assignment.jpgOedipus Cartoon DUE TODAY

a_videotaping.jpg>Little Eddy Movies

>Oedipus The King - Logical Fallacies

assignment_book.jpg

>Review the Logical Fallacies sheet

>Have ready for Monday three (3) of your own examples of logical fallacies you see in our world today (in relationships, media, politics, etc.)

>And HAVE A GOOD 3-DAY WEEKEND!




Friday, 10-22 - NO SCHOOL! ENJOY!




Week 11 - October 25-29 - Oedipus the King (and ITEDs)

Monday, 10-25


assignment_book.jpg>Oedipus the King Unit Test on FRIDAY


a_take_one.gifPerform part of Oedipus the King - the tragic ending





Tuesday, 10-26

a_take_one.gifPerform part of Oedipus the King - the tragic ending



Wednesday, 10-27

assignment_book.jpg>Oedipus the King Unit Test on FRIDAY

a_take_one.gifPerform part of Oedipus the King - the tragic ending





Thursday, 10-28

assignment_book.jpg>Oedipus the King Unit Test on TOMORROW

a_take_one.gifPerform part of Oedipus the King - the tragic ending



Friday, 10-29

assignment_book.jpg1st Reading Annotation is due Monday, Nov. 1st by midnight.

atstudentdesk.gifGet with a partner to review for today's test

quiz.jpgUnit Test on Oedipus the King

checkmark.gifGRADE CHECK with Mrs. Hartwig




Week 12 - November 1-5 Harper Lee's To Kill a Mockingbird

Monday, 11-1

assignment_book.jpgWebquest DUE TUESDAY, end of class

achieve3000.jpg"Hunger in America"

mockingbird.jpg>When done with the Achieve3000 article, grab the following:

1) a To Kill a Mockingbird book,

2) a reading connection packet,

3) a Webquest answer sheet.

>Begin To Kill a Mockingbird webquest by opening up the Webquest PowerPoint below and clicking on the links on each page


pizza.jpgYAY!! We've read 100+ books so far this semester,

so it's time for our PIZZA PARTY!!!

If you did not contribute to our 100-book total

but would still like to celebrate our achievement,

please bring 75 cents by Wednesday.


Tuesday, 11-2

laptop.jpg>Complete the Webquest from yesterday.

>Review what we learned about Harper Lee and the plot of our book from our Webquest.

>Review To Kill a Mockingbird Unit.


pizza.jpgYAY!! We've read 100+ books so far this semester,

so it's time for our PIZZA PARTY!!!

If you did not contribute to our 100-book total

but would still like to celebrate our achievement,

please bring 75 cents by Wednesday.





Wednesday, 11-3

assignment_book.jpgRead Chapters 2 & 3


pizza.jpgYAY!! We've read 100+ books so far this semester,

so it's time for our PIZZA PARTY!!!

If you did not contribute to our 100-book total

but would still like to celebrate our achievement,

please give Mrs. Hartwig 75 cents TODAY.


mockingbird.jpg>Read Aloud of Chapter 1

Maycomb_map.gif

Thursday, 11-4

assignment_book.jpgRead Chapters 4 & 5

reading_icon.jpgSilent Reading (10 minutes)

quiz.jpg>Chapters 1-3 Quiz

pizza.jpgYAY!! We've read 100+ books so far this semester,

so it's time for our PIZZA PARTY!!!

If you did not contribute to our 100-book total

but paid your 75 cents, you may still enjoy pizza, and

everyone can help us celebrate this great achievement today.




atstudentdesk.gifLEARNING MORE ABOUT OUR AUTHOR, HARPER LEE:

>Then & Now Connection: themes


Friday, 11-5

assignment_book.jpgRead Chapters 6 & 7

quiz.jpgOedipus the King Test RETAKE

>Then & Now Connection: class issues

>A look through the cultural lens:

+What do we learn about the culture of Maycomb in the 1930s?

+Has To Kill a Mockingbird helped to shape the culture of America? If so, in what ways?






Week 13 - November 8-12 Harper Lee's To Kill a Mockingbird

Monday, 11-8

assignment_book.jpg

Read Chapters 8 & 9

TKAM Issues Paragraph DUE TOMORROW



reading_icon.jpgSilent Reading (10 minutes)

quiz.jpg>Chapters 4-7 Quiz (*make this an annotated quiz with lesson on annotating)

>Issues & Opinions: Where do you stand?




Tuesday, 11-9


assignment_book.jpgRead Chapters 10 & 11

assignment.jpgTKAM Issues Paragraph DUE TODAY

reading_icon.jpgSilent Reading (10 minutes)

quiz.jpg>Chapters 8-9 Quiz

>Then & Now Connection: racial issues

>A look through the new historical lens:

+Why did Atticus say, "Simply because we were licked a hundred years before we started is no reason for us not to try to win"?

+Does Harper Lee's work promote or undermine the prevailing power structures of the time and place in which it was written/published?




Wednesday, 11-10


assignment_book.jpgRead Chapters 12 & 13

journaling.jpg

J: Ch 10-11 - What connection might there be between what is required of Atticus to shoot the mad dog and what is required of him to defend Tom Robinson?

Then & Now Connection: character issues

>A look at characters:

+Who are our characters?

+Think of 2-3 personal qualities of each character shown by their words and actions.

>A look at characterization:

+What makes a person good? Bad? Strong? Weak? Mean? Nice? Hero? Villain? Popular? Outcast?

+Which characters fit each characteristic?

+What life lessons do Atticus and Calpurnia teach Scout and Jem?

+Are any of these lessons you've learned from your family and elders?

>Begin watching To Kill a Mockingbird Film Classic



Thursday, 11-11


assignment_book.jpg

1) Read Chapters 14 & 15

2) "Freedom's Plow" Reflection






quiz.jpg>Chapters 10-13 Quiz

langston_hughes.JPGLangston Hughes image found at

<http://drake.marin.k12.ca.us/stuwork/comacad/poets/HUGHES/CONTEXT.HTM>

>Chapters 12-13 VOCABULARY

>Then & Now Connection: racial issues

>Another look through the cultural lens:

+Langston Hughes's "Freedom's Plow"

This poem makes reference to an old spiritual, "Keep Your Hand on the Plow," made most famous by Mahalia Jackson.

mahalia-jackson.jpg
mahalia-jackson.jpg

Mahalia Jackson image found at
http://whenevawhateva.files.wordpress.com/2009/06/mahalia-jackson.jpg

<With a partner, read through "Freedom's Plow," discussing the following two questions:

  1. What connections can you make between Langston's Hughes's "Freedom's Plow" written in 1943 and and Harper Lee's To Kill a Mockingbird published in 1960?

  2. What can the works teach us about specifics of African-American heritage, culture, and experience?

<After you have read and discussed the poem and questions, write a well-developed paragraph explaining your opinions (due tomorrow).


Friday, 11-12

assignment.jpg"Freedom's Plow" Reflection DUE TODAY

assignment_book.jpg

Pick up a Trial Guide to use during this weekend's reading

Read Chapters 16 & 17



journaling.jpg

J:Ch. 14 & 15 - In your reading for today, Scout unwittingly prevents the Old Sarum mob from taking and lynching Tom Robinson. What is your understanding of what lynching was all about? Further, what was your emotional reaction to lynching the first time you heard of it or saw a picture of a lynching? (Keep your journals for later reflection.)




Lynching Statistics

"Strange Fruit


Billie_Holiday_strange_fruit.jpg

Billie Holiday Image found at <content.answers.com/main/content/img/amg/pop_albums/cov200/dre300/e355/e35513m2htv.jpg>

*PLEASE BE PREPARED FOR GRAPHIC IMAGES*


journaling.jpg

J: After discussing lynching and viewing the "Strange Fruit" video clip, what reactions do you have to lynching? What reactions do you have to the history of Jim Crow laws? What reaction do you have to "the South"? What reaction do you have to the fact that the Old Sarum mob came to exact their own punishment on Tom Robinson?






reading_icon.jpgSilent Reading


Week 14 - November 15-19 Harper Lee's To Kill a Mockingbird

Monday, 11-15

assignment_book.jpg



Continue filling out your Trial Guide as you read

Read Chapters 18 & 19



achieve3000.jpg"She Did What Was Right"

>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD WEDNESDAY<

reading_icon.jpgSilent Reading

Extra (if time): Then & Now Connection: justice issues

+Rodney King incident

+O.J. Simpson - a reversal of power and influence



Tuesday, 11-16


assignment_book.jpg

Continue filling out your Trial Guide as you read

Read Chapters 20 & 21

achieve3000.jpg"She Did What Was Right" DUE BY FRIDAY




journaling.jpg

RAFT:

Role: Tom Robinson

Audience: Wife Helen

Format: private conversation in prison cell

Topic: What was going through your (Tom's) mind during the testimony of Bob and Mayella Ewell and what you are going to say when Atticus questions you

reading_icon.jpgSilent Reading

>Chapters 17-19 VOCABULARY

>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD TOMORROW<

tkm_movie.jpgBegin watching 1962 film To Kill a Mockingbird



Wednesday, 11-17


assignment_book.jpgRead Chapters 22 & 23

achieve3000.jpg"She Did What Was Right" DUE BY FRIDAY




reading_icon.jpgSilent Reading (10 minutes)

>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY

>Then & Now Connection: trials and the court system

>Trial Guide Review




Thursday, 11-18


assignment_book.jpgRead Chapters 24 & 25


achieve3000.jpg"She Did What Was Right" DUE BY FRIDAY


reading_icon.jpgSilent Reading (10 minutes)

quiz.jpgTrial Quiz (Chapters 16-21)

tkm_movie.jpgContinue watching film



Friday, 11-19


assignment_book.jpgRead Chapters 26 & 27

assignment.jpgachieve3000.jpg"She Did What Was Right" DUE TODAY

quiz.jpg>Chapters 22-25 Quiz

journaling.jpg


J: Ch. 24-25 - Why did Scout say, "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed"? Justify your opinion.


reading_icon.jpgSilent Reading (10 minutes)



>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY<

tkm_movie.jpgContinue watching film



Week 15 - November 22-24 Harper Lee's To Kill a Mockingbird

Monday, 11-22

assignment_book.jpgRead Chapters 28 & 29

reading_icon.jpgSilent Reading (10 minutes)

checkmark.gifRECORD FINAL PROJECT WITH MRS. HARTWIG TODAY




>Then & Now Connection: The Psychology of Society - a review of what the trial did to Maycomb

Jim Crow and Tom Robinson's Trial

>A look through the psychoanalytical lens:

+Do you feel Harper Lee's text and narration infers she was sympathetic to the plight of African Americans?

+What types of relationships exist in the text

+Are there any inner conflicts within characters?

+How are these conflicts revealed?

+How are these conflicts dealt with?

+Are they ever resolved?

> (if time allows) We get a good idea of the inner conflicts and change in maturity within Scout since she is the narrator; however, what conflicts and changes does Jem encounter?

+In groups of twos or threes, read one of the following scenes and prepare a monologue by Jem to describe the inner conflict he is dealing with and his resolution:

++Chapter 7 (middle of 61 to 63) about Nathan Radley’s explanation of the tree

++Chapter 11 (middle of 110 to 112) about Atticus’s punishment of reading to Mrs. Dubose

++Chapter 14 (139 to 141) about Dill running away from home

++Chapter 26 (middle of 244 to 247) about Jem's reaction to Scout when she talks about Miss Gate's comments about Hitler

Tuesday, 11-23

assignment_book.jpgRead Chapters 30 & 31

quiz.jpg>Our Chapters 26-29 Quiz is to think of two interesting connections in each chapter and write them down legibly in the form of a question (8 in all). Then turn your paper over, get out your book, locate the answer to those 8 questions, and write down the answer and its corresponding page number on the back of your paper.


>Touch base with Mrs. Hartwig about your final project status<

Review Climax of our story

>Then & Now Connection: To look through the Feminist Lens, consider the following three main areas of study/points of criticism:

1. differences between men and women

++does the basic assumption that gender determines everything (including values and language) hold true in Lee's text?

++Do you feel there would be any differences in the topics or issues written about in this text had Lee been a man rather than a woman?

2. women in power or power relationships between men and women

++Do the women in this text have any power? If so, what type of power and over what does that power reign?

++What are the divisions of labor and economics between men and women in this text?

3. the female experience

++what aspects of feminine life are included in the work?

++contrast the traditional view that women are dependent on men for everything and analyze what situations and characters show male dependence on females.

>In small groups, read/scan one of the following chapters: 9, 13, 14, 23, and 29. Identify, discuss, and document comments made by Scout, Atticus, Jem, Calpurnia, and Aunt Alexandra that illustrate the role that Aunt Alexandra plays in Scout’s development as a Southern young lady. Each group will present its list and explanations to the class.

tkm_movie.jpgContinue watching film


Wednesday, 11-24

assignment_book.jpgBring final project on Monday 11/29/10 - DON'T FORGET!!!


journaling.jpg

J: Ch. 30-31 - Reader Response Criticism: What is your emotional response to Harper Lee's work, specifically how she ends the story? What is your intellectual response to the work and its themes?

HAND IN.

>Review book ending

>Explore Symbolism of the mockingbird

>Share reactions

tkm_movie.jpgContinue watching film







Thursday, 11-25 - NO SCHOOL- HAPPY THANKSGIVING!

turkey.jpg

Friday, 11-26 - NO SCHOOL - HAPPY THANKSGIVING




Week 16 - November 22-24 Harper Lee's To Kill a Mockingbird wrap up with Final Projects

Monday, 11-29

assignment.jpgSymbolism Worksheet Due Today

reading_icon.jpgSilent Reading (10 minutes)

a_student_presentation.jpgStudent presentations of Final Projects



Tuesday, 11-30

a_student_presentation.jpgStudent presentations of Final Projects

tkm_movie.jpgContinue watching film



Wednesday, 12-1

checkmark.gifGrammar: Inductive Reasoning Style

tkm_movie.jpgContinue watching film




Thursday, 12-2

reading_icon.jpgSilent Reading (10 minutes)

writing-color.gif

Choose a favorite activity to describe

in a well-developed, expressive paragraph



checkmark.gifGrammar: Exercise Your Expression





Friday, 12-3

checkmark.gifGrammar: Express Yourself

laptop.jpg

Sign out a laptop and take your paragraph from yesterday and use your expression

skills that you exercised yesterday to revise it so you can share it with the class.



tkm_movie.jpgContinue watching film









Week 17 - December 6-10 John Steinbeck's Of Mice and Men

Monday, 12-6

>A Look at the 1930s, the Dust Bowl & the Migrant Worker


Introduction to John Steinbeck and Of Mice and Men


writing-color.gifIntroduction to the Writing Lab: Understanding our Purpose:

Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.

>Discourse Conventions to remember for Literary Position Paper:

  • You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).

  • When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).

  • Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).

  • Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.

  • Include both an introduction that introduces the book and includes your thesis as well as a conclusion that reiterates your thesis.

  • Avoid summarizing the plot; instead, use examples that you explicitly connect to your opinion by showing how they support your opinion.

  • Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.

  • MLA formatting, header, 12-pt. font, double spaced with one return between everything


Tuesday, 12-7

assignment_book.jpgDUE TOMORROW: Chapter 1 Summary

of_mice_and_men.jpgGet an Of Mice and Men book and a reading guide and leaf through each to familiarize yourself with them.

Begin Read Aloud of Steinbeck's Of Mice and Men - Chapter 1

>Complete Chapter 1 Reading Guide during reading

reading_icon.jpgSilent Reading (10 minutes)



Wednesday, 12-8

assignment_book.jpgDUE TOMORROW: Chapter 2 Summary

assignment.jpgChapter 1 Summary Due TODAY

of_mice_and_men.jpgRead Aloud of Steinbeck's Of Mice and Men - Chapter 2

+Mrs. Hartwig will begin the read aloud.

+Student pairs will finish the read aloud of Chapter 2.

>Complete Chapter 2 Reading Guide during reading

reading_icon.jpgSilent Reading (10 minutes)



Thursday, 12-9

assignment_book.jpgDUE TOMORROW: Chapter 3 Summary by end of class

assignment.jpgChapter 2 Summary Due TODAY


of_mice_and_men.jpgRead Aloud of Steinbeck's Of Mice and Men - Chapter 3

+Mrs. Hartwig will begin the read aloud.

>Complete Chapter 3 Reading Guide

reading_icon.jpgSilent Reading (10 minutes)




Friday, 12-10

assignment_book.jpgDUE TODAY: Chapter 3 Summary by end of class

of_mice_and_men.jpg>Complete read aloud of Steinbeck's Of Mice and Men - Chapter 3

>Complete Chapter 3 Reading Guide during reading

>Review Position Paper Support

reading_icon.jpgSilent Reading (10 minutes)



Week 18 - December 13-17 John Steinbeck's Of Mice and Men

Monday, 12-13

assignment_book.jpgDUE TOMORROW: Chapter 4 Summary

of_mice_and_men.jpg>Complete read aloud of Steinbeck's Of Mice and Men - Chapter 4

>Complete Chapter 4 Reading Guide during reading

>Review Position Paper Support

reading_icon.jpgSilent Reading (10 minutes)




Tuesday, 12-14

assignment_book.jpgDUE TOMORROW: Chapters 5 & 6 Summary

assignment.jpgChapter 4 Summary Due TODAY

of_mice_and_men.jpgComplete read aloud of Steinbeck's Of Mice and Men - Chapters 5 & 6

>Complete Chapter 5 Reading Guide during reading

>Discuss Resolution of story

>Discuss Themes from Steinbeck's book.

+Mercy Killings

+Treatment of Mentally Handicapped People

+Objectification of Women

+Need for Friendship

+Loneliness

+The Search for the American Dream

+Class Conflict

+Weak vs. Strong

+Racism

>Review Position Paper Support

reading_icon.jpgSilent Reading (10 minutes)



Wednesday, 12-15

assignment.jpg

Chapters 5 & 6 Summary Due TODAY

2nd Reading Annotation DUE TONIGHT by midnight



writing-color.gif

Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.

>Discourse Conventions to remember for the Literary Position Paper:

  • You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).

  • When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).

  • Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).

  • Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.

  • Include both an introduction that introduces the book and includes your thesis, as well as a conclusion that reiterates your thesis.

  • Avoid summarizing the plot; instead, in the body of your paper use examples that you explicitly connect to your opinion by showing how they support your opinion.


  • Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.

  • MLA formatting, header, 12-pt. font, double spaced with one return between everything


    laptop.jpg


    You may begin typing your paper, saving it on your server file when done, and then when done you may use this time to complete your second annotation, which is due tonight by midnight.


reading_icon.jpgIf done with paragraph and annotation, please read silently.




Thursday, 12-16

quiz.jpgOf Mice and Men Test

writing-color.gif

Pick up a Position Paper Rubric and review it for requirements.

On a 1/4 sheet, write down the discourse conventions for your assigned position paper.



Revision Workshop

>>THIS IS A SILENT ACTIVITY<<

>You will receive a peer's revised position paper about an issue presented in Of Mice and Men. While reading the paper, identify your peer's issue and his/her stance and justification (reasoning) on that issue in a one to two-sentence summary. You will review and evaluate a total of three peers' papers. Keep each evaluation with each corresponding paper.

>As you evaluate each peer’s paper and his or her examples and justifications, ask yourself these questions:

Are there enough examples (at least 3)?

Are the examples explicitly connected in a way that supports their opinion?

Do they make sense?

>After your paper has been reviewed three times, Mrs. Hartwig will return your paper, at which point you will review the evaluations, consider any dissonance between your justifications and your peers' understanding. Think through these areas that need clarification. Then revise accordingly in order to further develop your position paper.

> Hand in revision and evaluations.


Friday, 12-17

laptop.jpg


You may quietly get a computer, pull up your rough draft, and sit quietly at your desk for our revision workshop to begin. Thank you.



writing-color.gifRevision Workshop

>>THIS IS A SILENT ACTIVITY<<

1. You will work your way around to three of your peers' papers (one at a time). Read your peer’s papers and question and make suggestions regarding the organization and clarity of the paragraph. Is the organization of your peer's paper strong? Does the introduction introduce the book? Does the introduction introduce the theme/issue? Is there an obvious thesis/position statement? Does the textual evidence flow logically or jump around? Is there enough textual support? Is there an introduction, body of support, and a conclusion that reiterates their opinion? Remember: you are helping your peers strengthen their papers, just like your peers are helping YOU, so offer productive and constructive suggestions. Hand in each evaluation.

2. You will then review your peers' three suggestions and your paper. Review the comments and consider any apparent dissonance between your intended message and your peers' understandings and reception of your message. Then revise your paper and hand in.

of_mice_and_men_movie.jpgBegin watching film






Week 19 - December 20-25 John Steinbeck's Of Mice and Men

Monday, 12-20

>>THIS IS A SILENT ACTIVITY<<

laptop.jpg


Silently get a computer, pull up your rough draft, put your peer review sheet next to it, and sit silently at your desk for our revision workshop to begin. Thank you.


writing-color.gifRevising Workshop

1. Mr. Hartwig will give the cue to move to one of your peers' computers/papers. Review your peer's paper for clarity, noting strengths (compliments), points of improvement in organization, examples, explanations, etc. (suggestions), and grammar and typo corrections that are necessary. You will review two of your peers' papers.

2. After your evaluations are complete, move back to your own computer. Consider your peers' suggestions and revise and edit your own paper for the LAST TIME

3. When done with your final revision, please print to Hartwig Room 303 printer and hand in with your peer review sheets for grading. Good Job!!!

of_mice_and_men_movie.jpgContinue watching film



Tuesday, 12-21 - Semester Exams for periods 1, 3, 5 & 7

of_mice_and_men_movie.jpgComplete watching film


Wednesday, 12-22 - Semester Exams for periods 2, 4 & 6

of_mice_and_men_movie.jpgComplete watching film


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Enjoy a very merry, blessed, and relaxing Christmas break!!