Dec 18: F451 Day 6

1. Turn in vocabulary from reading assignment #1
2. Returned Quiz #1, went over answers
3. Continued Reading. We ended on page 48 last class. Read from 48 to 68 (the end of Part 1). This is the end of reading assignment #2. There will be a quiz on January 5 over reading assignment #2. Answer study guide questions to prepare.
4. Vocabulary Homework: For the 5 remaining words from #2 vocabulary, complete a vocabulary activity for each. Due January 5

If you were absent, answer the following guided reading questions as you read. We talked about these as we read.

Fahrenheit 451 Guided Reading Questions
Page 48-68

1. How does Mildred respond to Montag the morning after he watched the lady burn? What does this say about their relationship?
2. How does Mildred respond when Montag tells her about the lady?
3. What is going on while Mildred is trying to straighten the bed? How does Montag feel?
4. Explain the “devolution” of books as Beatty tells it to Montag. How is this happening today? Give an example or 2.
5. How did “mass production” affect society?
6. How have the schools changed? Give an example of this in today’s school system or in your own classes.
7. What does Beatty say about the minorities?
   Given this, of what different minority classes are you considered to be a part?
   How did minorities play a part in making books like “vanilla tapioca”?
8. What kind of books were left? What are people in this society allowed to read?
9. What 3 things resulted in the “loss” of books?
10. What does Betty say about people being “equal”?
11. What did books, or the stories inside books, do to people that warranted their (the books) burning? How did they make them feel? What made them feel this way?
12. Why does the age kids start Kindergarten keep getting lowered?
13. What is the function of sports?
14. What happened to porches and gardens? Why?
15. Why is Mildred upset about Guy not wanting to go to work and wanting to quit his job?
    on page 65, Guy says “I’m not happy.”
16. In your own words, from what you have read so far, explain why he isn’t happy.
17. What does Guy share with Millie?
18. Write 5 questions from what you read on pages 63-68. They should begin…
    Who…
    What…
    Where…
    How…
    Why…
19. Extra credit
    5 points each: 1)Who was Dante? 2)Swift? 3)Marcus Aurelius? What did each write?
    10 points each: 1) What is Little Black Sambo 2) Uncle Tom’s Cabin? Who did they offend and why? (Read about these to find out “why.”)

16 December: Day 6 Fahrenheit 451 (Quiz)

Mrs. Woodliff was out today. Students had a substitute and were given specific instructions on a handout.

1. Journal: Make a list of adjectives that describe Guy and Clarisse.
   Look at the adjectives. Do you know anyone who is like these 2 characters? If so, explain how they are alike. If not, which of the 2 characters would you prefer as a friend. Explain.
2. Reading Assignment #1 Quiz
3. Vocabulary: Fill in Reading Assignment #2 blanks with the following words...
   A. Established
   B. Tendencies
   C. Dislike
   D. Hungry; greedy
   E. Humiliating; butt
   F. Pronouncement
   G. Burn
   H. Touch
   ASSIGNMENT: Make a cinquain, acrostic, or graphic organizer for 3 of these words.
   Remember: words used to make an acrostic must relate to the vocabulary word itself!
4. Storyboard Summary: Summarize the first 32 pages of Fahrenheit 451 in storyboard form. If you work in pairs, you must include 12 frames in your summary. Write a brief description on the lines.
5. Characterization and Questions:
   “Get into My Head” 2 new characters: Mildred and Captain Beatty
   Add what you know about Mildred’s thoughts and feelings.
   Start to add Captain Beatty’s thoughts and feelings after today’s reading.
   Look over study guide questions before reading
6. Continue reading
   Start after the break on page 32 (“The flutter of cards”)
   Read to the break on page 48 (“He did not open the window”)
   
   

12 December: F451 Day 4

1. Propaganda Project progress check and Propaganda techniques practice. Students answered questions concerning their progress on the propaganda ad project assigned last class. They also identified propaganda techniques used in magazine ads and were given an example of an original product and ad. The example below (product = Christmas decorations) uses "bandwagon" ("don't be the only one to miss out). A picture of happy children emptying stockings would employ the technique of "transfer." A picture of a celebrity decorating a tree with the ornaments would employ the technique of "testimonial."
2. "Get into My Head" graphic organizer for character thoughts and feelings. As students read, they will fill in the heads (below) with characters' thoughts and feelings. Quotes are not needed. They can put these in their own words.
3. Students finished reading Assignment #1 (through "put a stop to his plan" on page 32). Study questions should be answered to prepare for a quiz on Tuesday, December 16. Vocabulary will also be on the quiz.
4. Post-reading questions:
   **What did you learn about the hound?
   **What are the schools like? Pros? Cons?
   **What is the “past” like?
   
5. Students had the rest of class to finish vocabulary homework assigned last class and answer study questions.

HOMEWORK: Work on Propaganda Ad assignment. Prepare for quiz.

Propaganda Ad suggestion: Your product could be a food that is popular during the holidays. Prepare the food and bring it to class on December 18.

10 December: F451 Day 3

1. Vocabulary Practice: choose 3 words from reading assignment one. Complete a vocabulary activity of your choice for each.
2. Journal: "Book Memories" Write about memories you have of books and reading. Consider: Do you remember learning how to read? Do you remember the person who taught you to read? What books did you like as a child?
3. Propaganda Advertisement Project assigned. Due December 18
4. Notes (handout)

• "fahrenheit 451" is the temperature at which books burn.
• Salamander: mythological reptile, resembling a lizard, that was said to live in fire. It endures the flames without burning. Symbol of survival and unconquerability.
• Phoenix: in Egyptian mythology, a lone bird that lives in the Arabian desert for 500 or 600 years and then sets itself on fire, rising renewed from the ashes to start another long life; a symbol of immortality
• Hearth: fireplace, a symbol of the home

4. We continued reading to page 19 "You don't look so hot yourself." Students should answer questions on the back of the notes handout as they read. (For students using the audiobook, we have read through track 10, part 1.)

5. Homework: complete a vocabulary activity of your choice for the remaining 2 words from the reading assignment #1 vocabulary. Due beginning of class on Friday.

Dec 8: Begin Fahrenheit 451

1. Journal: "Thought"
   How does language make thought possible?
   How might increasing your vocabulary help you be able to think better?
   ½ page minimum
   Add to journal: "You don't have to burn books to destroy a culture. Just get people to stop reading them." - Ray Bradbury. **How is this true? **What does reading have to do with culture?


2. Fahrenheit 451 audio book and book online
   •AUDIO BOOK
   –See “Fahrenheit 451” folder on y-drive.
   –Open the “AUDIOBOOK” folder.
   –There will be 4 folders, one for each CD of the book. (AudiobookPart1, etc.)
   •COPY OF BOOK ONLINE:
   –http://kisi.deu.edu.tr/murat.goc/451.pdf


3. Class sets of the novel:
   •We only have a class set. You will be assigned a book number. You are responsible for this book while you are in class. If it is not here for the student in the next class who uses it, you will be penalized.
   •If you miss a day, you are responsible for coming to this blog to see what part of the book we read. You are responsible for reading it before returning to class. Use the above link or come by the classroom before or after school to borrow one of the extra books.
   •Extra books: I have a few extra books that will be checked out on a first-come, first-serve basis. You have to come AFTER or BEFORE school to get a book.
   •Book numbers: You will have the same book in class for the duration of this unit. You will be responsible for any damage done to the book while in this class.


4. Vocabulary. Read the following sentences. What do you think the underlined words mean? Make an educated guess.
   1. With his symbolic helmet number 451 on his stolid head...he flicked the igniter and the house jumped up in a gorging fire.
   2. Impossible: for how many people did you know that refracted your own light to you.
   3. And if the muscles of his jaws stretched imperceptibly, she would yawn long before he would.
   4. He felt that the stars had been pulverized by the sound of the black jets and that in the morning the earth would be covered with their dust like a strange snow.
   5. And the men with the cigarettes in their straight-lined mouths, the men with the eyes of puff adders, took up their load of machine and tube, their case of liquid melancholy and the slow dark sludge of nameless stuff, and strolled out the door.
   6. Light flickered on bits of ruby glass and on sensitive capillary hairs in the Nylon-brushed nostrils of the creature...
   7. Below, the Hound had sunk back down upon its eight incredible insect legs and was humming to itself again, it multifaceted eyes at peace.


5. Fill in blanks to Reading Assignment #1 vocabulary definitions:
   1) emotion
   2) Deflected
   3) Senses
   4) Powder
   5) Gloominess (depression)
   6) Diameter
   7) Faces
   8) Projectiles


6. NOTES
   Imagery: language that appeals to the senses.
   Listen to the first paragraph of Fahrenheit 451. What senses do the words appeal to?
   Sketch the images that appealed to you. Now read the paragraph and add to your imagery notes.


7. NOTES TO CONTINUE WHILE YOU READ...
   Characterization. As you read, you will take notes on the characters Guy and Clarisse. What do you learn about their personalities? Do they change? If so, how? Compare/contrast with Equality from Anthem.


8. We read to "You think too many things" on page 9 and will continue reading next class.
9. HOMEWORK: Choose 3 words from Reading Assignment #1 vocabulary and complete a vocabulary activity of your choice for each.
   
   
   
   
   
   
   
   

December 4: Propaganda, Fahrenheit 451 introduction

(FYI: Mrs. Woodliff's classes had a substitute today)

1. Students turned in essays.
2. Students took notes over propaganda using handouts at their tables. Students followed instructionsat the top of these handouts.
3. Fahrenheit 451 introduction: Handout with instructions. Article to accompany second half of handout.

Propaganda Notes:
What is Propaganda: SPREADING INFORMATION; BIASED; APPEALS TO EMOTION
Different types of propaganda:

1. Bandwagon : Tries to persuade everyone to join and do the same thing. “Everyone’s doing it!”
2. Testimonial: endorsement by a celebrity
3. Euphemism (or Doublespeak)try to obscure the meaning of what is being talked about by replacing plain English with deliberately vague jargon.Examples:the term "strategic misrepresentations" as a euphemism for "lies." Or "employee transition" as a substitute for "getting fired"
4. Fear - attempts to reach you at the level of one of your most primitive and compelling emotions. Politicians use it when they talk about crime and claim to be advocates for law and order. Environmentalists use it when they talk about pollution-related cancer. Fear can lead people to do things they would never otherwise consider.
5. Glittering Generality The slogan is so attractive that the audience does not challenge its true meaning. Examples: "The American Way" "support our troops" "the common good" Using words so strongly positive in emotional content that just hearing them makes you feel good. The words express a positive meaning without actually giving a guarantee.
6. Name Calling: criticizing another person or product
7. Plain Folks: Suggesting something is practical and a good value for ordinary people. Appealing to common people
8. Rewards – toys, gimmicks, kids’ clubs, rebates, etc.
9. Transfer - Transferring good looks, feelings, or ideas to the person who the propaganda is meant to influence. Suggests positive qualities to be associated with the product and the user.
10. Repetition - a jingle, word, or image is repeated over and over again, and gets stuck in someone’s head, so they buy the product or believe what is being said.
    

Fahrenheit 451 introduced

•Read the passage about the book at the top of the handout.
•In your own words, what is the book about?
•Write what you think the underlined words mean.

Vocabulary (underlined words in passage on the handout)
Rabidly (adverb)
•Rabid: adj. irrationally extreme in opinion or practice
•Censored: verb. suppressing or editing parts that are objectionable (that the government, perhaps, doesn’t want people to know)
CENSOR (additional definitions for the word). noun or verb
1.Someone who examines literature or information for the purpose of suppressing parts deemed objectionable on moral, political, military, or other grounds. (noun)
2.any person who supervises the manners or morality of others. (noun)
3. to forbid the public distribution of (verb)
4. to subject to political, religious, or moral censorship (verb)
•Chastised – verb. Punished, criticized severely
•Insipid – adj. flat, dull, uninteresting
•Shunted – verb. Moved aside
•Apathy – noun. Absence of emotion or excitement (remember the root “path” means “feeling.” the prefix “a” means “without”

“The Firebrand” Active Reading

•Follow the instructions on the second half of the handout.

This last handout was due the following class (Monday, December 8)

Dec 2: Essay Revision, Editing

• Students typed, revised, and edited their essays in the computer lab today.
• Specific instructions were given via PowerPoint. Those instructions can be found at this link
• Final drafts are due at the beginning of class on Thursday.
• Students will NOT be allowed to leave class to print in the library. This should be taken care of BEFORE COMING TO CLASS!

Grade Reports, Swooshification, Extra Credit

Students had a substitute today.

1. Students turned in rough drafts of Anthem essays.
2. Students were given a packet with their grade reports, "Swooshification" active reading and logo commentary writing assignment for today, and information about grade reports and extra credit options.
   

"The Swooshification of the World"
Vocabulary
Ubiquitous – existing or being everywhere, esp. at the same time; omnipresent (ubiquitous fog)
Subliminal – existing or functioning below the threshold of consciousness (subliminal advertising)
Literary Term:
Tone: a writer’s attitude toward his subject and/or audience
Hyperbole: exaggeration (I’m so hungry I could eat a horse)

Assignment: Logo Commentary. What is a commentary? It is anything serving to illustrate a point or prompt a realization.

•

Brainstorm: jot down (make a list or draw) as many logos as you can think of.

Choose one and write about it with an exaggerated tone as Rick Reilly does in “Swooshification.”

100 word minimum

Illustrate. Draw (with detail) or find at least 3 images that express your tone.

GRADE REPORTS AND EXTRA CREDIT: See this link for information, instructions, and due dates.

Day 4: Anthem Test Review

1. Journal “Looking back” – Review your journal from November 12 (“I, Unique”). Which of your personal values, goals, and loves would be allowed in the society portrayed in Anthem? Why would any of them be forbidden?
2. Turn in vocabulary homework
3. Chapters 10-12 Quiz
4. Essay assigned. Students were to brainstorm (briefly) for each of the 6 topics. This was supposed to be turned in. Link to essay assignment and topics.
5. Test Review: Students broke up into 4 large groups, answered specific questions from the review, then returned to their usual groups to share and discuss answers. Link to test review.
6. Examples of concepts in Anthem

Individualism "I am not a tool for their use. I am not a servant of their needs. I am not a bandage for their wounds. I am not a sacrifice on their altars. I am a man." (page 95)

Individualism/Egoism:"I wished to know the meaning of things. I am the meaning. I wished to find a warrant for being. I need no warrant for being, and no word of sanction upon my being. I am the warrant and the sanction." (94)

Altruism
"If you are not needed by your brother men, there is no reason for you to burden the earth with your bodies" (22)
"Indeed you are happy…how else can men be when they live for their brothers" (45)

Egoism
"My happiness is not the means to any end. It is the end. It is its own goal. It is its own purpose." (95)

Conformity
"It is not good to be different from our brothers…" (21)

Obedience
"You shall do that which the Council of Vocations prescribe for you…for the Council knows…better than you" (22)

HOMEWORK:
Study Questions for each chapter
Vocabulary Chapters 10-12 (the ones you missed on the pre-test)
If you want today’s quiz before the test, come by after school today or tomorrow!

Day 3: Anthem

1. Vocabulary Practice: Choose 4 words from Chapter 6-9 vocabulary. Make a cinquain or acrostic for each. Turn this in with your Chapters 1-5 vocabulary if you didn’t turn it in on Friday. 12 minutes.
2. Quizzes: Chapters 1-5 quiz was returned. Students had 10 minutes to discuss study questions for Chapters 6-9. Chapter 6-9 quiz.
3. Vocabulary Pre-test: Students took a pre-test for Chapters 10-12 vocabulary. They will complete vocab activities for the words they missed on this pretest. (They should have marked these words on the new Chapters 10-12 handout)
4. Character sketches: students added information from Chapters 6-9 to Equality and Liberty's character sketches.
5. New Vocabulary for Chapters 10-12 definitions:
   •summit (89) – apex; highest point
   •reverence (93) a feeling or attitude of deep respect tinged with awe; veneration
   •warrant (94) – authorization, justification, sanction
   •edict (94) - authoritative proclamation or command
   •covet (96) – to want or to desire wrongfully
   •depraved (97) corrupt, wicked
   •creed (97) system of belief
   •plunder (97) rob by open force, pillage
   •deliverance (98) delivering or freeing from restraint; rescuing
   •brute (100) savage, cruel
   •yoke (101) a device for joining together a pair of draft animals, esp. oxen; a symbol for slavery
   •threshold (102) any place or point of entering or beginning
   •savage (102) fierce, ferocious, or cruel; untamed
6. We read chapter 10 aloud. Students answered the question for chapter 10 (wrote a paragraph).
7. IMPORTANT DATES:
   •November 20
   –Quiz Chapter 10-12
   –Test Review
   –Essay Assigned
   •November 24: Anthem Test
   •November 26: Rough Draft due.
   •December 2: Computer lab to type revisions and final draft.
   •December 4: final draft due beginning of class.
8. HOMEWORK:
   •Vocabulary activities:
   –Chapters 6-9: complete activity for the words from Chapters 6-9 you missed on today's quiz (I wrote down words missed on a sheet of paper and gave to students who need to complete the activities. If they got them right on the quiz, they are exempt from this activity, but they still need to study the words. Any of these words missed on the quiz will not count against them since I didn't tell them they would be on the quiz)
   –Chapters 10-12 vocabulary
   •Finish the book
   •Answer all study/discussion questions. These will be due with the test on Monday!
   
   
   

Day 2: Anthem

1) Journal: “Loss of Technology” Write a letter to Equality explaining how the technology that existed during the Unmentionable Times was lost. Turn journals in when you finish. 100 word minimum. (There is no right or wrong answer to this. This is creative writing - your own ideas. The reason is not given in the book.)

2) Students had 10 minutes to share and discuss Chapter 1-5 questions.

3) Chapter 1-5 quiz

4) Chapter 1-5 Vocabulary Practice: Complete a vocabulary activity (lime green packet) of your choice for each of the 6 words. 10 minutes in class. If you don't finish, it's homework.

5) Character sketches and metaphors for Equality and Liberty. In groups, students...

•Write everything your group knows about Equality. Give at least 2 quotes for support.
•If Equality were an animal, which animal would he be? Why?
•If Equality were a color, which color would he be? Why?

•Write everything your group knows about Liberty. Give at least 2 quotes for support.
•If Liberty were an animal, which animal would she be? Why?
•If Liberty were a color, which color would she be? Why?
We will continue to add to this after finishing each section of the book.

6) Term and Definition on left; Illustrations in Anthem on right column (handout given last class)

• A quote illustrating (an example of) collectivism on page 19: “We are one in all and all in one. There are no men but only the great WE.”
• Find an quote that illustrates altruism on page 22.
• Find a quote that illustrates conformity on page 21.
• Find a quote that illustrates obedience on page 22.
  

7) Chapters 6-9 Vocabulary (students copied these definitions onto new Chapter VI-IX handout)

•7. illustrious adj. notably outstanding, famous
•8. infamy n. reputation of the worst kind
•9. boon n. blessing; benefit
•10. whim n. a sudden, impulsive action
•11. torrent n. a rushing, violent, or abundant and unceasing stream of anything
•12. ecstasy n. extreme happiness
•13. solitude n. state of being alone; seclusion

HOMEWORK:
•Finish Chapter 1-5 Vocabulary; find examples of altruism, conformity, and obedience on pages 21 & 22.
•Read Chapters 6-9
•Prepare for a quiz over Chapters 6-9 and 1-5 vocabulary

Anthem: Day 1

1. Journal
2. Turn in homework (“The Fun They Had”)
3. Anthem by Ayn Rand.
   Introduction & notes
   Vocabulary & study questions (questions will be turned in on test day)
   Assign books and begin reading
4. Homework: finish through Chapter 5 (page 62) for Thursday.

1. Journal: "I, Unique" The transition from adolescence to adulthood involves developing a personal identity, a sense of self. Write a paragraph that describes you and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc.

2. Anthem by Ayn Rand.

The full text of Anthem can be found online here. http://www.pagebypagebooks.com/Ayn_Rand/Anthem/ Use this if you forget your book.
Anthem can be listened to here: http://www.archive.org/details/anthem_librivox (this may not work from a school computer)

What is Anthem about? "Essentially, Anthem is a novel about being the captain of your soul and not allowing others to dictate who you are." (Horton)

Collectivism:

• What do you know about Russian Communism?
• Communism is one kind of collectivism, where the desires of the group are more important than the desires of the individual.
• Other than Communism, what are some other examples of collectivism?
  Ayn Rand was a high-school student in Russia when it became Communist. Her father’s pharmacy was confiscated and her family almost starved.
• How do think Ayn Rand felt about the Communist government?

Terms with General Definitions (fill in the blanks on your handout)

Collectivism: the belief that land and capital should be owned by society

Individualism: **a social theory advocating the liberty, rights, or independent action of the individual. **the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others (opposed to egoism)

Egoism: **the habit of valuing everything only in reference to one's personal interest. **The ethical belief that self-interest is the just and proper motive for all human conduct.

Vocabulary:
Transgression – sin
Vocation – particular occupation
Save – except
Mandate – a command
Tarry – to delay; to linger
Reel – to feel dizzy

We read Chapter 1 in class. HOMEWORK: Read through Chapter V (page 62). Be prepared for a quiz on Friday. Quiz questions will be taken from the study guide. Study guide questions will be due when you take the test over Anthem before Thanksgiving.

Works Cited:

Horton, Meghan. "Anthem PowerPoint." Carrollton-Farmers Branch ISD. 7 Nov. 2008 <http://cfbstaff.cfbisd.edu/hortonm/06-07/06-07%20documents/AnthemDay1.pdf>.

7 November: Dystopia, "The Children's Story"

1. Journal
2. Dystopian movies
3. Lit term notes
4. "The Children's Story" - read, discuss
5. "The Fun They Had" - homework, questions

1. Journal: "Ideal" - Write a paragraph about your ideal, perfect society
2. Dystopian movies: Students identifies movies they've seen from a list of dystopian movies. They wrote a sentence or 2 describing the movies. They wrote what they liked about them/didn't like about them. They determined what the movies had in common.

3. Lit term notes: Utopia & Dystopia. Know etymology. These notes should have been taken in class. If students didn't get them, they should use dictionary.com to find the definitions and etymology.

4. "The Children's Story" - read aloud. Discussed

5. "The Fun They Had" Read and questions include the following...

• 1.What are Margie and Tommy’s lives like?
• 2.Compare and contrast the quality of their life with your life.
• 3.What are the pros and cons of their educational system?
• 4.What are the pros and cons of our educational system?
• 5.Describe another educational system you’ve heard of (another country, state, a system from the past)
  

5 November: Essay's returned

1. Journal
2. Turn in "How Siegfried was Slain" homework
3. "How Siegfried was Slain" quiz
4. Essays returned
5. Grade reports issued

Journal - "Deception" Free write for 10 minutes about deception. Consider writing the definition (some definitions include: deceive - to mislead or falsely persuade others; deception – fraud), examples of times you have been deceived or times you have deceived someone, examples of deception you’ve seen in movies, on TV, read in books, etc.

Essays Returned, Corrected

• Correct second-person. Highlight sentences where you used second-person. On a separate sheet of paper, rewrite those sentences in third-person.
• If you did not use second-person, you may revise a paragraph of your choice. Choose the paragraph that you lost the most points on. Put a star next to it. On a separate sheet of paper, rewrite the paragraph.
• Corrections turned in by the end of class and added to grade that will go on report card.
  
  

31 October - "How Siegfried Was Slain"

1. Turn in "White Snake" homework if not completed on Wednesday.
2. Add "White Snake" to heroic quest data chart in place of "Hundred Questions." Fill in information.
3. The Nibelungenlied and "How Siegfried Was Slain" follow instructions on handout. Everyone was present; everyone has a handout.

Grade reports were given. Any assignment with "**" can still be turned in TODAY except the essay. Any assignment with "X" is exempt or dropped. Essays will be entered and returned next week.

Due & Homework: Turn in what was finished from today's assignment. Everything else is finished at the beginning of class Wednesday, November 5.

29 October: Vocab Test, "White Snake"

1. Vocabulary Test - 35 minutes2. Journal3. "White Snake" - story in text. Vocabulary, Author Study, Read, Questions
Journal: "A Test"Write about a test in which you performed especially well. What was responsible for your success? Did your view of yourself change as a result of your performance?
"White Snake"Vocabulary: –Curt – rudely brief–Predicament – problematic situation–Amends – makes up for a wrong done, makes right–Scorned – ridiculed; rejected–Diligence – hard work; constant effort
Author Study (Part A)The Brothers Grimm (page 52)Read about the Brothers Grimm, and write 2 questions that being with each of the following question words.Who?What?Why?When?Where?How?
Answer the following:1) What is romanticism? What did romantics believe?2) What political effects are nationalism and ethnic pride having in today’s world? Explain.3) Do you think a work ethic plays a significant role in today’s American society? Explain.4) Do you think fairy tales should be "cleaned up" before they are told to children, or told in their original versions with all the grisly details included? Explain.

Additional information about the Brothers Grimm and Germany:
Brothers Grimm and Nationalism: In 19th century Germany, increased pride in ethnic heritage fueled the rise of nationalism, and yearning for national independence and unity. The German states had been under French rule since Napoleon conquered them in 1806. In 1871, the Germans overthrew the French and established a unified, independent country.
Work Ethic: According to the traditional Protestant work ethic, hard work and material success in this world were signs that a person was one of those selected by God for salvation after death.


Terms, Reading, Questions (Part B)

• Define motif, moral lesson, and suspense (see pages 46 and 51)
• Read "White Snake" (page 47)
• Answer the following on page 51
• First Thoughts.Identifying Facts 1-3Interpreting Meanings 1-3Applying Meanings

Students should have finished Part A. If not, whatever was finished should have been turned in. If nothing was turned in, the grade will be ZERO. Homework: Any of Parts A & B that weren't finished in class.

Today is the last day I will be available after school for extra test credit.

27 October: Injustices, Active Reading, Vocab Review

Journal: “Importance”
Write for 10 minutes about things that are important to you.
Use at least 7 vocabulary words.
Underline the vocabulary words.

Jigsaw Group Activity - Social Injustices
Students were grouped according to 4 different issues of social injustice (corporal punishment; gender inequalities; healthcare inequalities; civil rights and the American with Disabilities Act). They read information, spent 20 minutes immersing themselves in their subject. After 20 minutes, they moved back to their original groups of 4 where they shared their information. Information was written on a sheet and turned in after 20 minutes.

Active Reading - "When senior year is canceled, adulthood hits with a jolt" (article can be found here: http://hamptonroads.com/2008/10/when-senior-year-canceled-adulthood-hits-jolt)

• Actively read the article.
• Highlight and make notes next to characteristics of teenagers in 1959.
• Identify injustice. Who was being unjust? Why? Who was affected? How did the closing of Granby High School affect students’ lives, even 50 years later?
• What would you do it you suddenly were told there was no more high school (and there was not another school for you to go to)? Think reasonably, rationally, and logically. What would happen to your life? What would you miss out on?
• Compare and contrast teenagers in 1959 with teenagers today. Compare and contrast “those in charge” in 1959 with “those in charge” today. Make a Venn diagram for each.

HOMEWORK: Finish active reading if you didn't in class. Study for vocabulary test.

I will be here after school on Monday, Tuesday, and Wednesday for those who need extra test credit.

23 October: Commas & Vocabulary Practice

1. Turn in essays. Staple the final draft to the top. Rough draft in between. Prewriting (green packet) goes at the back.
2. Journal
3. Comma Uses #2 & 3
4. Vocabulary Practice & Review (A-D)

Journal - "Change" If you could change 1 thing about your high school, what would it be and why? Give specific details. 1000 word minimum.

Comma Uses: #2 & 3

#2 To set off most introductory elements, including subordinate conjunctions.
First, what are subordinate conjunctions? They join subordinate or dependent clauses to main/independent clauses. (Ex: after, although, as, because, before, even though, if, since, though, unless, ntil, when, whenever, where, while)

• Example using an introductory word
  First, I would like to thank my family for supporting me.
  Later, they went to the movies.
• Example using an introductory phrase
  First of all, I would like to thank my family for supporting me.
  After eating dinner, they saw a movie.
• Example using an introductory (subordinate) clause. These are called COMPLEX SENTENCES
  When he won an academy award, he thanked his family first.
  After we ate dinner, we saw a movie.
• When a sentence starts with the independent clause, you don’t use a comma.
  When he won an academy award, he thanked his family first. versus He thanked his family first when he won an academy award.
  After we ate dinner, we saw a movie. versus We saw a movie after we ate dinner.

Comma Use #3 between items in a series

• Example: I am studying history, geometry, chemistry, and language arts.
• This comma isn't always necessary, but you should be consistent with its usage.
• This is also correct:I am studying history, geometry, chemistry and language arts.
• When it’s important to put a comma before "and"
  Example: She enjoys dining out, long hikes in the woods, holding hands and playing the guitar. It doesn't make sense to "hold hands and play the guitar" - these need to be separated by a comma.
• When in doubt, USE THE COMMA!

Vocabulary Practice:

(A) Vocabulary with introductory elements of sentences (7 sentences total)
Write a complex sentence using the following vocabulary words and subordinate conjunctions.
Vocab words: philosophy, educate, precocious, institute, hypocrisy, martyr, corpulent
Subordinate conjunctions: after, because, before, if, since, when, while

(B) Make a cinquain for the following nouns:
1.Dilettante
2.Injustice
3.Lamentation
4.Purview
5.approbation

(C) Make an acrostic for the following words:
1.Abyss
2.Just
3.Ethics

(D) Find at least 4 pictures to represent the following words:
1.Corpulent
2.Disconsolate
3.Articulate
4.Hypocrisy
5.Divinity

There will be a vocabulary test on Wednesday, October 29!

21 October: Sundiata Essay

1. Information was provided to students via PowerPoint about specific parts and details of their essay.
2. Students had time to work on their rough drafts.

Introduction: Sentence 1 = HOOK

• The hook gets the reader’s attention. This does NOT mean saying "Hey, reader, I’m going to tell you…"
• This is a sentence that makes your essay seem interesting. You have to make the reader WANT to read your essay.
• State an opinion related to your thesis.
• Create a visual image that represents your subject.
• Define a word central to your subject.
  

Introduction: Thesis Statement

• Last sentence in the introduction.
• 1 sentence stating the central idea of your essay.
• What is your main goal?
• What should be included in the sentence?
• Title of story (Sundiata or Sundiata. Why italicized/underlined instead of in quotation marks?)
• Something about the movie being a heroic quest, journey or something like this.
  Very basic example: The African epic Sundiata is a heroic quest story.
  Example: The story of Sundiata is about a journey taken by the hero Sundiata to save his country.

Body Paragraph 1: Topic = stages 1 & 2

• Topic sentence should include
  1)Call to adventure
  2)Toolkit
• Detail sentences (RENNS)
  Tell specifically what the call to adventure is.
  Give details about Sundiata’s toolkit (what helped him to defeat Soumaoro?)

Body Paragraph 2:Topic = stages 3, 4, and 5

• Topic sentence should include:
  Monstrous world
  Tests and trials
  Supreme ordeal
  Example: On his quest to save Mali from the evil sorcerer Saumaoro, Sundiata must brave many obstacles.
• Details (RENNS)
  Give specific details about the obstacles (tests and trials)

Body Paragraph 3:Topic = stages 6 & 7 (reward & recognition)

• Topic sentence should include:
  1) Reward = peace in the land
  2) Recognition = master of the world
  Examples:
  All is well in Mali after Sundiata defeats Saumaoro.
  After Sundiata defeats Saumaoro, peace is restored to the land and he becomes the master of the world.
• Details (RENNS)
  Give specific details about the reward and return.

Conclusion: Thesis restated Do NOT copy and paste your thesis from the introduction.
RESTATE (rephrase) it.

Conclusion: final statement about the story: You may want to add your thoughts about the story, characters, quest, etc.

Conclusion: insightful thought

• Give the reader something to think about without writing "You should think about…"
• This shouldn’t be about the story itself, but about the theme of the story.
• You may want to:
  Give a symbolic or powerful fact or other detail or
  Strike a note of hope

17 October

We were scheduled to watch an heroic quest movie today, but due to technical difficulties, we weren't able to. Instead, we read Sundiata in the textbook and analyzed it for heroic quest stages. Notes on the heroic quest stages can be found on the Y-drive in the "Heroic Quest" folder.

Pre-reading: Vocabulary (use glossary to define)
affront, efface, nascent, impregnable, implored.

Students will write an essay in which they analyze Sundiata for heroic quest stages. A prewriting packet and outline were given to students.

The assignment is as follows:

Heroic Quest Analysis Essay

Sundiata Analysis Essay, 1 major grade. You will write an essay in which you analyze the heroic quest stages in the story Sundiata.

This is a process piece and will be graded as follows:
15 points = Brainstorming (handout from “movie day”)
25 points = Revised and Edited Rough Draft**
60 points = Final Draft

**If you fail to revise and edit, you will receive 0 (ZERO) points, and what you may consider a final draft will be considered a rough draft. You cannot have a final draft without a revised and edited rough draft!

**I must see evidence of revision and editing. This means you must revise and edit with a different color pen! No exceptions!

**Revise to remove second-person (“you” “your” “yours” “yourself”)
-5 points for each instance of second-person

Final draft due: October 23

You will be given time in class to work on the essay, but you will not have all class to do this. You are responsible for working on the essay outside of class, too.

If you want me to look at your essay, you must have it typed and bring it to me by October 22. I will then look at the paper with you and return it to you to take home and finish.

An extra 7 points will be given if you type it.See syllabus for typed work requirements/format. If you do not follow the required format, you will not receive the extra points.

Illegible work: If your work is handwritten and I can’t read it, it will be returned to you. You will lose 15 points, be required to type it, and will NOT receive the extra credit.

October 15

Students took the PSAT during 2nd period. There was no class. They were assigned active reading homework on Monday that is due Friday.