January 29, 2013 Learning Targets:

1. January 29, 2013 • Learning Targets: • I can read independently in a novel of my choice to make progress toward my Quarter 3 AR Goal. • I can complete a Read and Response journal by the end of this week (Fri., Feb. 1) to show interaction with my text. • Entry Task:Please get out your AR books and read silently. • *Please note that as we start a new quarter and start over again with AR goals, I am beginning 3rd Quarter with one Read and Response journal assignment. I (or Jerika) will be checking these on Friday!!*

2. January 30, 2013 • Learning Target: I can take notes on the characters in The Crucible. • Entry Task: Get out a piece of paper and something to write with. • Characters (In order of appearance): • Reverend Samuel Parris—Reverend of Salem; uncle of Abigail Williams. • Betty Parris—daughter of Rev. Parris; one of the first girls to show symptoms of being “witched.” • Tituba—slave from Barbados; has knowledge of the “black arts”; not an evil person, just a product of her culture and religion.

3. Abigail Williams—a very troubled girl, adopted by her uncle after the murder of her parents; ringleader of the witch accusations. • John Proctor—a man of strong convictions who has had weak moments of giving in to human urges; had an affair with Abigail; husband of Elizabeth Proctor. • Elizabeth Proctor—plain, honest, good-hearted. • Susanna Walcott—one of the girls in the woods at the witch ceremony. • Mrs. Ann Putnam—wife of Thomas Putnam; mother of one of the “witched”; has buried 10 out of 11 babies; conspires to accuse innocent people by encouraging her daughter to point the finger at neighbors. • Thomas Putnam—land-hungry; angry that Parris got the Reverend spot over his brother; accuses other community members of witchcraft.

4. Mercy Lewis—another girl involved in the ceremony in the woods. • Mary Warren—another” “ “; current servant girl employed by the Proctors. • Rebecca Nurse—the town “grandmother”; a very pious, saintly lady; one of the accused. • Giles Corey—friend of John Proctor; is pressed to death for refusing to give a name to authorities. • Reverend John Hale—a “witch expert” who is called in from a neighboring village to investigate the trouble in Salem. • Francis Nurse—husband of Rebecca Nurse; a very respected man in the community. • Ezekiel Cheever—law enforcement • Marshal Herrick– “ “ • Judge Hathorne—judge presiding over the witch trials.

5. Martha Corey—wife of Giles Corey; also accused. • Deputy Governor Danforth—another law enforcement member. • Sarah Good—town beggar; accused of witchcraft. • “Goody” is like Mrs. to the Puritans (Goody Proctor, Goody Nurse); short for “goodwife.”

6. January 31, 2013 • Learning Target:I can make connections between characters’ motivations and plot conflicts in a text. • Entry Task:Please get out your Crucible character lists from yesterday. • You will receive a handout on which to take notes as we are viewing the film version of The Crucible. You are responsible for doing this, and will need the information for analysis/discussion/writing on the text later. Soooooo….. • DO yourself a favor and: • Stay focused and on-task during the film • Take good notes both during the film and class discussions • Keep track of your materials—use your file in the bins on the counter if you need to!

7. February 1, 2013 Learning Target: Entry Task: Crucible film and notes

8. February 4, 2013 • Learning Target: • Entry Task: • Crucible film and notes

9. February 5, 2013 • Learning Target: • Entry Task:

10. February 6, 2013 • Learning Target: • Entry Task:

11. February 7, 2013 • Learning Target: I can understand the purpose of a text, from the author’s point of view. • Entry Task:Please open your Readers to p. 266. Why I Wrote The Crucible: An Artist’s Answer to Politics. • Respond in the margin on p. 266: • How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples. • Exit Task: • Read through the next several paragraphs of the text, beginning with “McCarthy’s power to stir fears…” and mark anywhere you see a connection to: • Author’s purpose • Parallels to The Crucible, and to the prompt above.

12. February 8, 2013 • Learning Target: • I can understand the purpose of a text, from the author’s point of view. • I can analyze character choices for motive and how they drives the plot and conflict. • Entry Task:Please get out your Readers and open to p. 266. • How might the examples of abuse/misuse of power, and personal agendas we saw in the film of The Crucible relate to more modern politics? Think of examples.

13. February 11, 2013 • Learning Target: I can analyze character lines/choices for motive and how they drive the plot and conflictin The Crucible. • Entry Task:Please get out your note taking charts with the character lines on the first two pages and be prepared to go to the bookroom to get copies of The Crucible. If you have your student ID, you can go to the front of the line. • When we get back, we will be going through some of the character lines together for more specific motives.

14. February 12, 2013 • Learning Targets: • I can analyze character lines/choices for motive and how they drive the plot and conflict in The Crucible. • I can take notes on psychological/behavioral concepts. • Entry Task: Please get out your notebooks, or other note paper, as well as your note taking charts with the character lines on the first two pages. • Mob psychology (or mob mentality as it is informally known): the idea that we act differently in a crowd because we lose our sense of individual identities and we desire harmony and/or acceptance. • Mass hysteria: the effects of mob psychology on human behavior in which large groups of people participate in the same often illogical behaviors. Examples: crowds at concertsor riots.

15. February 13, 2013 • Learning Target: I can define words from a text. • Entry Task:Please use the character note-taking chart on the back, or other paper and copy the following Crucible vocabulary words: enrapture perjury lechery conjure inferno blanch snivel calumny dwindle sarcasm beguile hypocrisy stench apparition grapple Assignment: Please define all of the words to the left, and choose 5 of them to use in COMPLETE sentences that show you understand the meaning of the word in context. DUE: tomorrow, Thursday, Feb. 14. These will be checked in class tomorrow for a grade in the gradebook.

16. February 14, 2013 • Learning Target:I can read an independent novel and create a Read and Response journal entry. • Entry Task:Please get out your character notetaking charts and the vocab from yesterday so I can check them. • You are now officially assigned a 2nd Read and Response Entry for Quarter 3. These are due tomorrow--Jerika and/or I will check them. • Today, you may either work on the vocab assignment or AR work—reading, Read and Response, library for books/quizzes. • I will come around and check these two things as you are quietly working or reading.

17. February 15, 2013 • Learning Target: • Entry Task:

18. Crucible and McCarthyism Writing PromptsPlease respond on your own paper in 1-2 paragraphs for each prompt. 1. Choose a character from the following list: John Proctor Tituba Elizabeth Proctor Reverend Parris Abigail Williams Mary Warren Reverend Hale Giles Corey Using your chosen character, explain how one significant choice he or she made in The Crucible drives the plot/conflict and what affect that choice had on at least one other person in the story (i.e.: how it helped or hurt someone else’s cause). Be sure to include examples from the play/film. 2. The Crucible was first produced in 1953 when Senator McCarthy instigated a series of investigations to “root out” suspected Communists nationwide everywhere from the State Department to Hollywood to the U.S. Army. In his attempts to bring down these so-called Communists, his accusations were often based on flimsy evidence and hearsay. Using examples from the play/film, how is The Crucible a criticism of McCarthy’s tactics? Please respond thoroughly to all parts of each prompt. DUE Friday, 2/22/13

19. February 19, 2013 • Learning Target: • Entry Task:

20. February 20, 2013 • Learning Target: I can respond to writing prompts based on a piece of literature. • Entry Task:Please get your materials out and be prepared to go through some examples of what GOOD, thorough answers will include.

21. February 21, 2013 Learning Target: Entry Task:

22. February 22, 2013 • Learning Target: I can share/discuss, in a small group, character decisions in a text in terms of how they affect other characters and drive plot. • Entry Task:Please get out your drafts of your responses to the Crucible prompts, and your books. Be prepared to share your ideas with a small group. • Please get into groups of your choice (preferably in 2s and 3s, no 4s), and share what ideas you generated as we watched the film yesterday. Each group member needs to write down at least two ideas he/she got from another group member. • As you continue viewing the film, continue jotting down ideas, focusing on: character choices, flimsy evidence, injustice, and the parallels between McCarthyism and 1692 Salem. • We will be doing Monday what I had intended to do today, so please be prepared with your drafts/materials for the Crucible prompts ready. Monday is the final, unchanging due date for this assignment.

23. February 25, 2013 • Learning Target: I can create a Read and Response journal entry (#3 for this quarter) based on an independent (AR) novel of my choice. • Please create Read and Response entry #3 (in 3rd quarter). • Due by this Wednesday, February 27. • *Remember: In order to get full credit, you must have ½ page of response writing (YOUR thoughts, questions, opinions, advice to characters, etc., etc….), no matter which way you format your journal.

24. February 26, 2013 • Learning Target: • I can brainstorm a list of controversial topics. • I can begin planning a persuasive piece on a controversial topic of my choice. • Entry Task:Please get out your Readers and open to p. 224. We will be reviewing rhetoric and rhetorical appeals.

25. February 27, 2013 • Learning Target: • I can understand the structure of an argument (specifically concessions and refutations). • I can begin (continue) planning a persuasive piece on a controversial topic of my choice. • Entry Task:Please get out your Readers and open to p. 77. Also, get out any and all papers/materials you have so far on this persuasive writing assessment. • Be prepared to share your topic ideas.

26. February 28, 2013 • Learning Target: • I can understand the structure of an argument (specifically concessions and refutations). • I can begin (continue) planning a persuasive piece on a controversial topic of my choice. • Entry Task: Please get out your Readers and open to p. 77(USE THIS).Also, get out any and all papers/materials you have so far on this persuasive writing assessment. • Be prepared to share your topic ideas.

27. March 1, 2013 • Learning Target: I can begin (continue) planning a persuasive piece on a controversial topic of my choice. • Entry Task: Please get out your Readers for access to • p. 77 and p. 224(USE THESE)Also, get out any and all papers/materials you have so far on this persuasive writing assessment. • You will have today to work on drafting your essay. On Monday, you will need to have a draft, outline or planning sheet. Tuesday we will have COWs. • The absolute latest due date for these will be next Friday, but don’t be surprised if I make it earlier :-D……

28. March 4, 2013 • Learning Target: • I can begin (continue) planning and/or drafting a persuasive piece on a controversial topic of my choice. • I can read independently in a novel of my choice. • Entry Task:Please get out your materials for your persuasive essays and/or your AR novels. • In the last 15-20 minutes of class, I would like to check your pre-writing. This could be an outline, graphic organizer, bulleted list of points that will be in each paragraph…. BUT, you can’t skip this step.

29. March 5, 2013 • Learning Target: • I can continue planning and drafting a persuasive writing piece on a topic of my choice. • I can properly word process and format my essay according to MLA formatting guidelines. • Entry Task:Please get a laptop and follow these instructions: • Go to “computer” or “my computer” and open the “K” drive • Find the folder labeled “Knudsen11th” and open it • There is one link in the folder—double click on it, and the site for the survey should open • Please take the survey seriously and answer honestly

30. March 6, 2013 • Learning Target: • I can finish drafting a persuasive writing piece. • I can properly word process and format my essay according to MLA formatting guidelines. • Entry Task:Please help yourself to a laptop, and continue working on your persuasive essay. • I will make sure we have computers (or access to computers) at least one more day this week…. • Reminders: • Helpful pages in your Reader • P. 77—The Structure of an Argument • P. 224—Rhetoric (argumentative strategies) and definitions of ethos, pathos, logos • DUE: Friday, March 8

31. March 7, 2013 • Learning Targets: • I can identify and infer biographical knowledge about an author. • I can recognize how an author’s personal experiences inform writing. • Entry Task:Respond to the following quote: • “Hurston became an orphan at nine, a runaway at fourteen, maid and manicurist before she was twenty, and with one dress and a dream, managed to become Zora Neale Hurston, author and anthropologist.” –Alice Walker • Based on this statement, what can you infer about Zora Neale Hurston’s character? • Please open your Readers to p. 289

32. March 8, 2013 • Learning Target: • I can word process a final draft of a persuasive writing piece on a controversial topic of my choice. • I can create a Read and Response Journal entry based on a novel of my choice (AR). • Entry Task:Please get a laptop and continue working on your essays. • You are now officially assigned Read and Response Journal #4 in 3rd Quarter. This will be due next Wednesday, March 13.

33. March 11, 2013 • Learning Target: • I can identify and infer biographical knowledge about an author. • I can recognize how an author’s personal experiences inform writing. • Entry Task:Open your Readers to p. 291/2. We will pick up where we left off with Hurston’s memoir. You will need a piece of paper for an assignment when you finish reading. • Your assignment is: • Finish reading the Hurston piece, marking the text wherever you see: • information the author is revealing about herself • information related to how she sees herself • Information related to how she got to where she is (at the time this was written) • Brainstorm words that describe you that could fill in the blank, “How it feels to be________me.” Choose one word and write 1-2 paragraphs explaining what has made you this “you.”

34. March 12, 2013 • Learning Targets: • I can analyze an author’s diction • I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story • Assignment:Read Zora Neale Hurston’s short story Sweat, on p. 298and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. • We will be discussing/reviewing this together as a class tomorrow. • If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** • ***If you need a printed copy of this to write on for whatever reason, let me know.

35. March 13, 2013 • Learning Targets: • I can analyze an author’s diction • I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story • Assignment:Read Zora Neale Hurston’s short story Sweat, on p. 298and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. • We will be discussing/reviewing this together as a class tomorrow. • If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** • ***If you need a printed copy of this to write on for whatever reason, let me know.

36. March 14, 2013 • Learning Targets: • I can analyze an author’s diction • I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story • Assignment:Read Zora Neale Hurston’s short story Sweat, on p. 298and follow the instructions in the “My Notes” margin on the pages (there are 5) throughout the story. • We will be discussing/reviewing this together as a class today. • If you get to the end, answer the prompt at the bottom of p. 308 (labeled “Discussion). Write your ideas down on the page.*** • ***If you need a printed copy of this to write on for whatever reason, let me know.

37. Characterization is shown by: • Characters’ speech • Characters’ actions • Description by speaker (physical or personality) • What other characters say about the character • How other characters interact with the character

38. March 15, 2013 • Learning Target: • I can analyze an author’s diction • I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story • Entry Task:Please get out a sheet of paper for a SIFT graphic organizer. • Also, be prepared to discuss some of the guiding instructions in the text.

39. March 18, 2013 • Learning Targets: • I can use a reading strategy (SIFT) and discuss how symbols, images and figurative language affect tone and theme in a short story. • I can read independently in a novel of my choice (AR). • Entry Task: Please get out either your Reader and your SIFT on the story Sweat on p. 298, or your AR novel. • The SIFT is due today if you have not already finished it. • We are rapidly approaching the end of the quarter, so today would be a good day to take care of AR business (book checkout/renewal, quizzing, etc.) • Also, Spring Break would be a great opportunity to catch up on READING. 

40. March 19, 2013 • Learning Target: • Entry Task: Harlem Renaissance notes and quick write

41. March 20, 2013 • Learning Target: • Entry Task:

42. March 21, 2013

43. Day 10 • Learning Targets: • I can analyze an author’s characterization. • I can analyze audience. • Entry Task: • Get out your work from yesterday. Answer the following questions about what you read yesterday/last night. • What do the porch sitters and Phoeby want to know? • What does Janie want to tell them about? • Who is Janie’s direct audience? • Who is her indirect audience?

44. March 21, 2013 • Learning Targets: • I can analyze an author’s characterization. • I can analyze audience. • Entry Task: • Get out your work from yesterday. Answer the following questions about what you read yesterday/last night. • What do the porch sitters and Phoeby want to know? • What does Janie want to tell them about? • Who is Janie’s direct audience? • Who is her indirect audience?

45. Frame Stories • What is the purpose of using a frame story? • Gives depth to the plot • Sums up some aspect of the framed story • What are some examples of frame stories? • Ex: Forrest Gump • In Their Eyes Were Watching God, the first and last chapters form a frame for the story that Janie tells her friend Pheoby. • Who are the narrators in Their Eyes Were Watching God?

46. March 25, 2013 • Learning Target:I can examine figurative language and • motifs. • Entry Task:Please get out your Their Eyes Were Watching God books and paper. • Your Read and Response journal may be turned in tomorrow…I am well aware the message may or may not have gotten across from the sub on Friday. :-P

47. Motif • A motif is a recurrent theme, subject, character type, or image that becomes a unifying element in a text.

48. Their Eyes Were Watching GodChapter 2 • Read Chapter 2 silently. • While reading, create a double-entry journal about figurative language. • Don’t forget to mark themes that you think may be motifs for this novel. • Answer/Do the following: • Consider the following sentences from Chapter 2: “Janie saw her life like a great tree in leaf with things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.” Why do you think Hurston chose to juxtapose opposing images as she presents the central simile? • Within the first two chapters of Hurston’s novel, what images do you see repeated? What might these motifs represent? • Sketch Janie’s family tree.

49. March 26, 2013 • Learning Target: I can read and interpret literary devices ( imagery, motif) in a text. • Entry Task:Please get out your Their Eyes books, paper, and something to write with.

50. March 27, 2013 • Learning Targets: • I can analyze characters, plot and irony. • I can identify the effect of diction on tone. • I can differentiate between different points of view. • I can recognize motifs and their purposes. • Entry Task: • “There are years that ask questions and years that answer.” • Write a speculative response on what the upcoming year will hold for Janie. Will this year be the year that asks questions or one that answers them? Will this be the year that does both?