2010+S2+Eng1H

= = =Week 20 - January 4-8 - Welcome Back! = = *Research Literary Theory* =

=Monday, 1/4 = = = = = =Independent Reading (10 minutes) =

Plagiarism Review[[file:plagiarism.ppt]]
=Tuesday, 1/5 =

[[image:bell.jpg width="34" height="37" align="left" caption="bell.jpg"]]
= = = = =Independent Reading (10 minutes) =

>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.

[|"Richard Corey"]
=Wednesday, 1/6 =

[[image:bell.jpg width="34" height="37" align="left" caption="bell.jpg"]]
= = = = = = =Independent Reading (10 minutes) =

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



[|Guernica by Pablo Picasso] archetypal vs. new historicism



Saddam Captured, retrieved from http://www.chandrakantha.com - Music of India
cultural



[|"The Problem We All Live With"] by Norman Rockwell
Marxist vs. Feminist

= = = = = = = = =Thursday, 1/7 = =Friday, 1/8 =

=** Week 21 - January 11-15 - Research Literary Theory **= = = =Monday 1/11 =

[|Research is like a Road Trip]
//Research Paper//. Geoffrey Sheehy, 2007. Web. 1 Jan. 2010. Tuesday, 1/12 **//=

= =

=//** Wednesday, 1/13 **//= = =

//**Research Workshop**//
=//**Thursday, 1/14 **//=

//**<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;"><20 completed note cards DUE TOMORROW> **//
=//**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 1/15 **//=

//**<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;"><OUTLINES DUE TUESDAY AT BEGINNING OF CLASS> **//
//** Week 22 - January 18-22 - Research Literary Theory **//

=//** Monday, 1/18 (NO SCHOOL) **//= = =

//**<<Students should be working on their outlines and draft at home today.>>**//
=//** Tuesday, 1/19 **//= = =

//[|MLA Style Guide]//
= =

=<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;"> =

= =

= =

= = =<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">//Wednesday, 1/20// = =<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">//Thursday, 1/21// =

=//** Friday, 1/22 **//= = =

== //**<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">!!*PLEASE NOTICE: <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;"> Mrs. Hartwig expects class and personal behavior to be at its best for Mr. Mitchell. If it is not, the entire class will get the opportunity to prove their knowledge about each of the critical theories being researched through an essay test the following day. <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">*!! **// ==

==<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//<ROUGH DRAFTS ARE TO BE PRINTED AND HANDED IN BY END OF CLASS// <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">//(no rough draft, no grade)// <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//>// ==

= =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 23 - January 25-29 - Research Literary Theory **//=

= //Monday, 1/25 (Mrs. Hartwig gone)// = = = = =

//**++Each student will pick a partner to exchange seats with.**//
===//**++Each partner will read through the other person's essay and write down constructive revision suggestions on the sheet next to the computer ( e.g. "2nd paragraph is unclear," "Does this sentence mean...?" "check spelling of the word..." ).**//===

//**++Your goal is to have at least four peers review your work by the end of class.**//
==<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//<Print out your essay from today's self-revision changes and hand in to Mr. Mitchell.// <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;"> //(no self-revision, no grade)// <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//>// ==

= //Tuesday, 1/26 (Mrs. Hartwig gone)// = = =

//** Revising/Editing Final Copy Workshop **//
===//>Use your peer revision suggestions from yesterday and make necessary revisions and corrections to your research essay, again checking for organization, diction, fluency, and grammatical correctness.//===

==<span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//<Print out your essay from today's peer-revision changes and hand in to Mr. Mitchell.// <span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;"> //(no peer-revision, no grade)// <span style="color: #ff0000; font-family: 'Arial Black',Gadget,sans-serif;">//>// ==

= //Wednesday, 1/27 (EARLY OUT)// =

= =

=== //Take a quarter sheet and write exactly what items you need to finish and mark with an asterisk those items with which you need teacher assistance. Mrs. Hartwig will visit each of you and assist according to the needs listed on your quarter sheet.// ===

//[|In-text citation help]//
= =

= //Thursday, 1/28// =

= =

=== //Take a quarter sheet and write exactly what items you need to finish and mark with an asterisk those items with which you need teacher assistance. Mrs. Hartwig will visit each of you and assist according to the needs listed on your quarter sheet.// ===

= =

= //Friday, 1/29// = = =

//Class presentations of research findings//
= =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 24 - February 1-5 - __A Tale of Two Cities__, by Charles Dickens **//=

= =

=//** Monday, 2/1 **//= = =

//** Background Information Workshop on __ A Tale of Two Cities __**//

//** > Liz/Stuart and Cassie/Harrison -- literature and arts of the late 18th Century **//
===//** >Some of the information found in each of the following background areas may cross over or duplicate other areas. Also, since there are two groups researching each topic, this will result in some duplication as well, but that’s fine. It’s important to see the connections from different perspectives. **//=== ===//** >Your goal is to gather factual information about your assigned topic in order to help build background and context for better understanding and connections with our text. Keep in mind that you will present your information on Wednesday. Therefore, you need to choose a way to present the information, such as a poster or a PowerPoint with the information you feel pertinent. **//===

= //Tuesday, 2/2// = = = = =

=//** Wednesday, 2/3 **//= = = = =

=//** Thursday, 2/4 **//= = =

=//** Friday, 2/5 (Mrs. Hartwig Gone) **//= = =

//**Book 1 "Recalled to Life" Quiz on MONDAY***//
= =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 25 - February 8-15 - __A Tale of Two Cities__, by Charles Dickens **//=

= =

=//** Monday, 2/8 (2-hour late start) **//= = =

//** Continue Reading __A Tale of Two Cities__**//

//**>Research essays have been graded and are on parent/student portal**//
=== //**>Book 1 Review - with a partner, write a one-page summary (to be turned in by end of class) summarizing each chapter in "Book the First." You may use your books and annotations to complete this assignment.**// ===

=//** Tuesday, 2/9 **//= = =

=//** Wednesday, 2/10 ** (Early Out for P/T Conferences) //= = =

====//This is a depiction of the "mysterious giant who had a golden arm starting out of the wall of the front hall" (Dickens 90) in the description of the building in which Dr. Manette lived, wherein there were businesses like goldsmiths and silversmiths located.//====

=//** Thursday, 2/11 ** (Early Out for P/T Conferences) //= = =

=//** Friday, 2/12 (NO SCHOOL - but please note you STILL HAVE AN ASSIGNMENT!) **//= = =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 26 - February 15-19 - __A Tale of Two Cities__, by Charles Dickens **//=

= =

=//** Monday, 2/15 (SNOW DAY) **//= = =

//Assigned Reading: Book 2, Ch 12-13, Pages 135-144//
=//** Tuesday, 2/16 (2-hour late start) **//= = =

=//** Wednesday, 2/17 **//= = =

//** Continue Reading __A Tale of Two Cities__**//

//Continue __A Tale of Two Cities__ Review//
=//** Thursday, 2/18 **//= = =

=//** Friday, 2/19 **//= = =

= =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 27 - February 22-26 - __A Tale of Two Cities__, by Charles Dickens **//=

= =

=//** Monday, 2/22 (2-hour late start) **//= = =

=//** Tuesday, 2/23 **//= = =

=//** Wednesday, 2/24 (EARLY OUT) **//= = = = =

//++connections//
= =

=//** Thursday, 2/25 **//= = =

=//** Friday, 2/26 **//= = =

//Assigned Weekend Reading: Book 3, Ch 8-9, Pages 275-294//
=== //< __A Tale of Two Cities__ FINAL EVALUATION ASSIGNMENT: You will prepare a character analysis essay from the perspective of one of the characters in the text. You choose which character you would like to be. Then analyze one of the other characters in the story from that perspective. More details will follow.>// ===

//New Criticism vs. Marxism//
= =

=//**<span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif;">Week 28 - March 1-5 - __A Tale of Two Cities__, by Charles Dickens **//=

= =

=//** Monday, 3/1 **//= = =

//Assigned Reading: Book 3, Ch 10, Pages 295-306//
=== //< __A Tale of Two Cities__ FINAL EVALUATION ASSIGNMENT: You will prepare a character analysis essay from the perspective of one of the characters in the text. You choose which character you would like to be. Then analyze one of the other characters in the story from that perspective. More details will follow.>// ===

=//** Tuesday, 3/2 **//= = =

=//** Wednesday, 3/3 **//= = =

//***Book 3 Quiz** tomorrow*//
=== //< __A Tale of Two Cities__ FINAL EVALUATION ASSIGNMENT DUE NEXT THURSDAY: You will prepare a character analysis essay from the perspective of one of the characters in the text. You choose which character you would like to be. Then analyze one of the other characters in the story from that perspective. Must include all required elements (see PowerPoint).>// ===

//>Begin watching movie// A Tale of Two Cities
=//** Thursday, 3/4 **//= = =

//>Begin watching movie// A Tale of Two Cities
=//** Friday, 3/5 **//=

= =

//Review for Final test//
= =

= //Week 29 - March 8-12 - Culture/Background & Voice/Word Choice// =

= =

=//**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 3/8 **//=

//>Watch movie// __//A Tale of Two Cities//__
=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 3/9 **= = =

//>Watch movie// __//A Tale of Two Cities//__
= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 3/10 (EARLY OUT) **= = = = >Watch movie of __//A Tale of Two Cities//__ = = = = = = = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 3/11 **=

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 3/12 **=

[[image:bell.jpg width="34" height="37" caption="bell.jpg"]]Final test on __A Tale of Two Cities__
= >Watch movie of __//A Tale of Two Cities//__ =

= Week 30 - March 15-19 - I-Have-A-Plan-Iowa & SPRING BREAK = = = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Monday, 3/15 **= = =

=I Have a Plan Iowa=

=**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, 3/16 **= = =

=I Have a Plan Iowa=

= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, 3/17 **= = Independent Reading =

>What do we think today?
My idea of a hero is... America's idea of a model family may be described as... A defendant in a jury trial has the best chance of being found innocent if... One advantage of living before 1950 was... One disadvantage of living before 1950 was... A Southern lady would never... Adults treat children of today...

= = =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Thursday, 3/18 <span style="color: #ff007c; font-family: 'Arial Black',Gadget,sans-serif;">SPRING BREAK!! **= =**<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif;">Friday, 3/19 **<span style="color: #ff007c; font-family: 'Arial Black',Gadget,sans-serif;"> SPRING BREAK!! =

= Week 31 - March 23-26 - Harper Lee's //To Kill a Mockingbird// =

=** Monday, 3/22 SPRING BREAK!! **=

= Tuesday, 3/23 =

>Move to the media center desktops to begin //To Kill a Mockingbird// webquest


= = = = = Wednesday, 3/24 (early out) =

>Move to the media center desktops to complete //To Kill a Mockingbird// webquest
= =

= Thursday, 3/25 =

+Has //To Kill a Mockingbird// helped to shape the culture of America? If so, in what ways?
= Friday, 3/26 =

[[file:TKAM Issues & Opinions.doc]]
= Week 32 - March 29-April 6 - Harper Lee's //To Kill a Mockingbird// =

=** Monday, 3/29 **=

+Does Harper Lee's work promote or undermine the prevailing power structures of the time and place in which it was written/published?
= Tuesday, 3/30 = === 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? ===

>Begin watching //To Kill a Mockingbird// Film Classic
= = = = = Wednesday, 3/31 =

[[file:Freedom’s Plow.doc]]
Langston Hughes image found at <http://drake.marin.k12.ca.us/stuwork/comacad/poets/HUGHES/CONTEXT.HTM>

media type="file" key="1-14 Keep Your Hand On the Plow.m4a" width="300" height="50"
Mahalia Jackson image found at http://whenevawhateva.files.wordpress.com/2009/06/mahalia-jackson.jpg

+What can the works teach us about specifics of African-American heritage, culture, and experience?
= Thursday, 4/1 = === 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"]=

*PLEASE BE PREPARED FOR GRAPHIC IMAGES*
media type="file" key="Strange Fruit.mov" width="510" height="510"

=== 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? ===



= = = = = Friday, 4/2 =

=== +[|Rodney King incident] ===

media type="file" key="OJ Gloves.mov" width="390" height="390"
= Week 33 - April 5-9 - Harper Lee's //To Kill a Mockingbird// =

=** Monday, 4/5 **=

= Tuesday, 4/6 =

= = = = = Wednesday, 4/7 (early out) =

= Thursday, 4/8 = = = === 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. ===

= Friday, 4/9 = === Think of three interesting connections in each chapter that you read for today (chapters 26 & 27) and write them down in the form of a question (6 in all). Then turn your paper over, get out your book, locate the answer to those 6 questions, and write down the answer and its corresponding page number on the back of your paper. ===

= Week 34 - April 12-16 - Harper Lee's //To Kill a Mockingbird// =

=** Monday, 4/12 **=

>Chapters 28-29 VOCABULARY
= Tuesday, 4/13 =

++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. ===

= = = = = Wednesday, 4/14 =

[[image:bell.jpg width="34" height="37" align="left" caption="bell.jpg"]] Get a symbolism worksheet and begin working quietly on completing it.
= =

<Continue watching film
= CONTINUE WATCHING FILM =

= Thursday, 4/15 =

>FINAL PROJECT DUE TOMORROW<
= Complete viewing of film = = = = FINAL PROJECT WORKSHOP =

= Friday, 4/16 =

= =

>FINAL PROJECT DUE TODAY<
= FINAL PROJECT WORKSHOP = = =

= Week 35 - April 19-23 - //Sharing: sharing your final project, sharing in your community, sharing a celebration of Shakespeare// =

=** Monday, 4/19 **= = FINAL //To Kill a Mockingbird// PROJECT SHARING =

=** Tuesday, 4/20 **=

= FINAL //To Kill a Mockingbird// PROJECT SHARING =

=** Wednesday, 4/21 **= = Service Learning Day!! =

=** Thursday, 4/22 **= =Shakespeare's Sonnet "S"elebration=



media type="file" key="Sonnet 29.mp4" width="300" height="300"media type="file" key="Sonnet 73.mp4" width="300" height="300"media type="file" key="sonnet 29 song.mp4" width="300" height="300"media type="file" key="Shakespeare Sonnet 116.mp4" width="300" height="300"media type="file" key="David Gilmour Sonnet 18.mp4" width="300" height="300"

=** Friday, 4/23 **= = Happy Birthday, Shakespeare! = =Shakespeare's Sonnet "S"elebration=



media type="file" key="Madeline Reads Shakespeares 18th Sonnet.mp4" width="300" height="300"media type="file" key="Shall I compare thee to a summers day by WShakespeare.mp4" width="300" height="300"media type="file" key="sonnet 18.mp4" width="300" height="300"media type="file" key="Shakespeare Monster Presents Sonnet CXVI.mp4" width="300" height="300"media type="file" key="William Shakespeares Sonnet 73.mp4" width="300" height="300"media type="file" key="Let Me Not to the Marriage of True Minds.mp4" width="300" height="300"

= =

= Week 36 - April 26-30 - Research Project =

= Monday, 4/26 =

>Research Process Walk-Through
= Tuesday, 4/27 = === Take a 1/4 sheet and writer your name on it. Then, as we walk through the research process, write down the steps you will need to take when starting your research (opening Word, saving Works Cited, opening and saving Working Notes...). Before leaving class today, turn in your 1/4 sheet. ===

== +Your working notes - either make note cards that indicate the source your information came from (top right corner), the topic or sub-point your information addresses (top left corner), and your information... ==

+What do I do with my notes? Begin the draft.
== +Remember to correctly format in Times New Roman, 12 point, double-space right from the start. Also remember to start typing with your first page header as shown below. Then, once you get to the second page of typing... ... ...format your second page header by simply double-clicking on the top margin, then making sure your font is set at Times New Roman, 12 point, then clicking the "different first page" icon, clicking alignment-right margin, typing your last name, space, and then clicking on the insert "#" sign (instead of typing in the page number). By completing these steps, Word will automatically insert your last name and correct page number for you, starting with your second page. ==

[[image:Sample_2nd_page_header.png]]
== +What about those nasty in-text citations (parenthetical citations)? Once you type either information you have paraphrased from a source other than your own brain and creativity or a quote from some other source, you will need to cite that source. This is called a parenthetical citation. ==

>Turn in 1/4 sheets with your name on them.
= Wednesday, 4/28 =

>Move to Media Center and continue research.
= Thursday, 4/29 =

>Continue Research & Begin Drafting
= Friday, 4/30 =

>Continue Research/Drafting/Review
= =

= Week 37 - May 3-7 - Research Project =

= Monday, 5/3 =

>Continue Research/Drafting/Review
= Tuesday, 5/4 =

[[image:bell.jpg width="34" height="37"]] MEET IN MEDIA CENTER
= =

>Pre-writing (outline/organization) DUE TOMORROW<
= Wednesday, 5/5 =

>Continue Research/Drafting/Review
= Thursday, 5/6 =

>Continue Research/Drafting/Review
= Friday, 5/7 =

>ROUGH DRAFT DUE MONDAY FOR PEER REVIEWS<
= =

>Continue Research/Drafting/Review
= =

= Week 38 - May 10-14 - Wrap-Up of Research Project... Beginning of John Steinbeck's //Of Mice and Men// =

=** Monday, 5/10 **=

[[image:bell.jpg width="34" height="37" caption="bell.jpg"]] [[file:peer editing short.ppt]]
= = = WORKSHOP - musical chairs peer review = = = = Watch for the following: =
 * === After reviewing the purpose of peer editing, move to the media center where students will open their research papers on a computer & place a Peer Review Sheet next to their computer for peers to write their comments on. ===
 * === Students will write their own name at the top of their sheet, leave it next to their computer, and move to a different computer to review a peer's essay. ===
 * === They will each be responsible to review/edit at least three of their peers' essays. ===
 * === During each review, students are to 1) stay positive and write a specific strength of the essay, 2) offer specific suggestions on wording, logic, organization, and content, and 3) note grammatical corrections they feel necessary in the essay. ===
 * === They will then sign their name as the peer reviewer and then move to another peer's computer and essay. ===
 * === Remember: no general cheerleading (you're awesome; looks great; wonderful); comments and suggestions must be specific and constructive. ===

+Does each paragraph start with a topic sentence that indicates the topic or argument being addressed in that paragraph?
=== +Does the conclusion REVIEW the main points, not just RESTATE or list them? (e.g. Instead of restating like, "Given the facts of the job description, the benefits, and the education required, becoming an elementary teacher..." a solid conclusion will REVIEW or SUMMARIZE the information from the main points, such as, "Given the facts that elementary teachers are able to nurture and educate kids from kindergarten through 6th grade, are able to benefit from school-year employment, and are continually learning throughout their entire career, becoming an elementary teacher can...") ===

>FINAL RESEARCH PAPERS DUE WEDNESDAY AT BEGINNING OF CLASS<
= Tuesday, 5/11 =

>FINAL RESEARCH PAPERS DUE WEDNESDAY<
== REVISION WORKSHOP - Now it is time to apply your peers' suggestions to your persuasive essay. Please review your rough draft your peers' suggestions and ask yourself the following, remembering that revision is the heart of the writing process : ==

+Do I start out each paragraph with a topic sentence that indicates the question/topic I address in that paragraph?
=== +Does my conclusion REVIEW the main points, not just RESTATE or list them? (e.g. Instead of restating like, "Given the facts of the job description, the benefits, and the education required, becoming an elementary teacher..." a solid conclusion will REVIEW or SUMMARIZE the information from the main points, such as, "Given the facts that elementary teachers are able to nurture and educate kids from kindergarten through 6th grade, are able to benefit from school-year employment, and are continually learning throughout their entire career, becoming an elementary teacher can...") ===

+Do I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)
= = = Wednesday, 5/12 =

[[image:bell.jpg width="34" height="37" caption="bell.jpg"]] Get out research paper and pat yourself on the back!
= =

= Thursday, 5/13 =

= = =Introduction to John Steinbeck= =Introduction to the themes of Steinbeck's //Of Mice and Men//= == = = = = = = = = = = = = = = = = = Friday, 5/14 =

= = = = = = = =

= Week 39 - May 17-21 - John Steinbeck's //Of Mice and Men// = = Monday, 5/17 =

>Complete Chapter 3 Reading Guide
= = = = = = = Tuesday, 5/18 =

= Wednesday, 5/19 =

+Racism
=== >Pick one of the issues in //Of Mice and Men// that you have a solid opinion about. Identify that issue and compose a well-developed paragraph explaining your position on the issue. This paragraph will eventually become your position paper, which is the final grade you will receive for the //Of Mice and Men// unit. You will develop your paragraph on the issue you have chosen to write about and support your opinion using 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.===

= = = = = = = Thursday, 5/20 =

>Discuss Resolution of story
=== >Without reviewing your paragraph from yesterday, give it to a peer and have them read it silently. After your peer reads your paragraph, have them explain your chosen issue and your opinion verbally. Then discuss any differences between what they explained verbally and your written explanation and meaning. Also spend time reviewing and discussing the content and support you have included for your opinion. Consider any dissonance and make necessary changes to your paragraph, adding more content and more examples (textual and real-life) that build justification for your opinion. Then hand in. ===

>Begin watching film
= Friday, 5/21 =

[[image:bell.jpg width="34" height="37" caption="bell.jpg"]] >>THIS IS A SILENT ACTIVITY<<
=== Exchange your paper about an issue presented in //Of Mice and Men// and 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. Hand in each evaluation. === = Drafting Workshop = === 1. Mrs. Hartwig will give you your paper and your peers' three evaluations. Review the evaluations, consider any dissonance between your intended message and your peers' understandings, and then revise your original paper accordingly and hand in. === === 2. Mrs. Hartwig will then give you three of your peers' papers (one at a time). Read each peer’s paper and evaluate his or her examples and justifications. Are there enough examples (at least 3)? Are they explicitly connected in a way that supports their opinion? Do they make sense? === === 3. Mrs. Hartwig will return to you your peers' three evaluations and your paper. 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. ===

= Week 40 - May 24-27 - John Steinbeck's //Of Mice and Men// Writing Lab = = Monday 5/24 =

= Drafting Workshop =

=== 1. Mrs. Hartwig will give you 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. Mrs Hartwig will give you your peers' three suggestions and your paper. Review the suggestions, 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. ===

= = = = = = = Tuesday 5/25 =

>Of Mice and Men Study Guide Due TODAY<
= Revising Workshop =

1 Mrs. Hartwig will hand you three of your peers' papers (one at a time) for the LAST TIME. This time, EDIT your peers' papers for conventions and hand in.
=== 3. Mrs. Hartwig will give you your peers' evaluations and your own paper for the LAST TIME in order for you to review the edit suggestions, consider any corrections that need to occur, neatly rewrite, and then hand in. ===

= Wednesday 5/26 =

Critical theories of literary criticism, grammar & research paper rules, literary themes and details in our readings, and critical thinking
= Have a SENSATIONAL SUMMER!! =