1 February: Reactions to Morrison's Beloved

CCSS.ELA-LITERACY.RI.11-12.6

I can determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

CCSS.ELA-LITERACY.RI.11-12.7
I can integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Why all the controversy?

1)  We will be reading and reacting to the NYTimes article announcing Morrison's Beloved as the best novel in the past 25 years, Margaret Atwood's Book Review, and a Washington Post article about the controversy the novel has caused in high schools.  Copies of the articles are found here.

2)  We'll specifically write about the positive and negative reactions to the text.

3)  We'll review the vocabulary terms for this week (found in the above link to the articles.)

4)  We MAY get to reading Morrison's Introduction.  Copy of the text here.

5)  Exit Ticket: Write about why Morrison should be included in the curriculum based on what you know about her.

HOMEWORK: Read the rest of the Introduction.

25 January: Introducing Medea, Lauryn & Margaret

CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CCSS.ELA-LITERACY.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

1)  Respond to 3 illustrations of Medea and her association with infanticide.

2)  Respond to the story of Medea with a partner and in writing.

3)  Listen to Hill's song "To Zion" and respond to her language and themes.

4)  Read informational texts concerning Margaret Garner.

5)  Compare and contrast the stories and their contexts.
Link to the Packet for Beloved

REMINDER: Birthmark Packets & Essays were due.  They are both significant grades for this term.

22 January: Final Day of Writing

No quotation dumping!

CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.D

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1)  Review the overall shape of an essay.
2)  Review the shape of an essay.
3)  Review what is contained in a Body (or Developmental) Paragraph.
4)  Review embedding of quotations.
5)  Write!
6)  For those who are done, the excerpts from Beloved will be sent out.  For full text, go here:

http://moodle.wpcp.org/pluginfile.php/30359/mod_resource/content/0/Beloved%20Full%20Text%20Toni%20Morrison%20%28with%20chapter%20numbers%29.pdf

Reminder: Packet & Essay due at the end of TODAY!

21 January: Continued Essay Writing

CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.D

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1)  Review the overall shape of an essay.
2)  Review the contents of an Introduction.
3)  Review what is contained in a Body (or Developmental) Paragraph.
4)  Review embedding of quotations.
5)  Write!

Reminder: Packet & Essay due at the end of Friday.  Birthmark Writing Session after school today.

20 January: Organizing our Essays

CCSS.ELA-LITERACY.W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.11-12.1.D

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.11-12.2.D

Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

1)  Choose a topic and word it as a question. (The Use of Symbolism OR The Clash Between Nature & Science)

2)  Brainstorm an outline and craft a thesis statement.

3)  Including PEE (point, evidence, effect) in developmental paragraphs.

4)  Embed quotations rather than dump quotations.

19 January: Finishing up "The Birthmark"

CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

1)         Review the multiple choice questions relating to grammar/punctuation (introducing the term “myriad”, reviewing the grammatical concept of “as____ as ____”

2)         Finish “The Birthmark” while consolidating information through short answer responses. (Text: http://www.online-literature.com/poe/125/)

For folks who need more summary and review, here is the sparknotes summary:  http://www.sparknotes.com/short-stories/the-birthmark/summary.html

For folks who want some more enrichment, here is an advanced article discussing the bioethics (study of controversies that arise from science and medicine) around the short story.  You would come across this kind of article in a college course discussing the story:  http://faculty.gordonstate.edu/lsanders-senu/Hawthorne's%20The%20birthmark%20and%20science%20and%20romance%20as%20belief.pdf

3)         Review what the expectations will be for the rest of the week: ANALYTICAL ESSAY & PACKET DUE ON FRIDAY.

15 January: Vocab Quiz, "The Birthmark" & SAT prep

- I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

- I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

- I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1) Vocab Quiz

2) semi-colon v. colon

3) Read "The Birthmark"

4) SAT practice question:

He more than intimated that it was at his option to concoct a liquid that should prolong life for years, perhaps interminably.  It would produce a discord in Nature which all the world, and chiefly the quaffer of the immortal nostrum, would find cause to curse.

Which choice most effectively combines the sentences at the underlined portion?

A)interminably; and it

B)interminably; it

C)interminably: it

D)interminably, it

14 January: Allegory & "The Birthmark"

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)  Review grammar point (comparing using "as" = "I can sing as well as you do.")

2)  Introduction of the allegory, where a story stands for an even bigger story/extended metaphor

3)  Vocabulary Review

4)  Continue reading "The Birthmark"

HOMEWORK: Study for Vocab Quiz

13 January: Adele, Kendrick Lamar & Allusions

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)            Introduction of the term “allusion” and application to modern music

2)            Continue reading “The Birthmark” and answering questions.

3)            Exit Ticket: Cite a text and an allusion it makes.
REMINDER: Vocab Quiz on Friday; HOU Packets are OVERDUE!

12 January: "The Birthmark", Romantic Literature & The Gothic

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

1)  Think about the Gothic element that was missing from HOU

2)  Respond to the following questions: Do you think modern American society emphasizes physical beauty and perfection too much? Through the study of genetics, medical doctors are now able to help parents select the traits (characteristics) of their embryos and future children.  Do you think this should be allowed? Would you take advantage of our medical knowledge and power to achieve physical perfection?  For instance, would you take advantage of laser treatment to get rid of all birthmarks and freckles?

3)  

VOCABULARY WORD	MEANING	NOTES
eminent (adj)	famous and respected
ardent (adj)	enthusiastic; passionate
tedium (n)	boredom
odious (adj)	extremely unpleasant; repulsive
inexorable (adj)	impossible to prevent
specter (n)	ghost
repose (n)	rest; sleep
to mar (v)	to ruin the beauty of something
abode (n)	home
ephemeral (adj)	lasting for a short time

4)  Read the opening to "The Birthmark".  
5)  EXIT TICKET: What do you anticipate will happen based on what we have learned about the Gothic style and the pre-reading questions?

11 January: The Death of Usher

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)            Opening Activity: Quick Study for quiz (5 min)

2)            We’ll read the end of “The House of Usher”.

3)            Vocabulary Quiz: For those done early, add detail to Comprehension Packet answers & review story thus far.

4)            Students who have not completed HOU Vocab Quiz 2, you will have time to complete it. Other students will discuss the conclusion and apply each Gothic element to the plot of “The House of Usher”.

5)            Packets will be collected.

6)            Exit ticket: Indicate the most memorable Gothic element from the story

7 January: Continuing with HOU

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)            Review Vocabulary 3 (Reminder: Quiz on Monday)

2)            Finish listening to story (Vote on version)

3)            Finish Questions

4)            Homework for Monday: Finish all questions.

January 8: Wrapping up "The Fall of the House of Usher"

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)  Course Choices Talk

2)  Reading the Final Page

3)  Reviewing the Big Ideas 

4)  HOMEWORK: Review Vocabulary & Finish Comprehension Questions

6 January: The Gothic in Music & More Usher

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12

1)  Review Elements of Gothic & connect to modern music videos

2)  Review of tone

3)  Read/listen to story: Full story (listened in class): https://www.youtube.com/watch?v=rG_pgcz2-K4

4)  Answer Comprehension Questions in packet (All answers due Monday.)

5)  Exit Ticket: Which of the following DOES NOT describe Roderick’s condition?

A)     “suffered much from a morbid acuteness of the senses”

B)      “found the most insipid food alone endurable”

C)      “eyes were tortured by even a faint light”

D)     “had no abhorrence of danger"

5 January: HOU: Pathetic Fallacy, Setting, Mood & Tone

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1

1)         Review Formative Assessment from yesterday: vocabulary, setting, tone, mood, narrator

2)         Listen to story (approx. 20 minutes)

                        Full story (listened in class): https://www.youtube.com/watch?v=rG_pgcz2-K4

3)         Answer Comprehension Questions up until where class stops

4)         Possible Extension: tones & moods of Mary Poppins trailers

                        Original: https://www.youtube.com/watch?v=fuWf9fP-A-U

                        Alternate: https://www.youtube.com/watch?v=CGmmiMbflc4
REMINDERS: Friday = ELA Choices Day; Monday = Vocab Quiz; Monday = Packet Due

4 January: Introduction to the Gothic Style & "The Fall of the House of Usher"

I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. CCSS.ELA-LITERACY.RL.11-12.4

I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.  CCSS.ELA-LITERACY.RL.11-12.9

1)            Take a Formative Assessment in our “The Fall of the House of Usher” (HOU) Packets

2)            Learn about the Gothic Style as an extension of Romanticism

3)            Think about Gothic Characters & Elements

4)            Introduce ourselves to HOU Vocabulary 3 w/ ppt

5)            Begin listening to “The Fall of the House of Usher” (HOU)

Full text link: http://xroads.virginia.edu/~Hyper/poe/fall.html

Animated summary: https://www.youtube.com/watch?v=h-0wHZCvipQ

Full audio (listened in class): https://www.youtube.com/watch?v=rG_pgcz2-K4

Updated audio version: https://www.youtube.com/watch?v=40cTjA31AUI

Homework: Study Vocabulary Words.