Link to Rubric for Speeches

Link to Rubric for Speeches

Friday Class Work and Homework

Student Oral Presentations in class today

See Oral Presentation Rubric for Grading Guidelines

Homework

Read Act 1 of the Crucible Pages 61-86

Read The Scarlet Letter 

Brainstorm and Choose your Project Topic from the list below:

Use your Researching the Salem Witch Trails Handout to develop and support a thesis.

Possible topics include:

• Further exploration of the comparison between the student's historical figure and its dramatic counterpart. In a well-argued analysis, show the reader how Miller works with a historical figure to make him or her a compelling, dynamic, dramatic figure. Point to examples from history and from the play text.
• How or why does The Crucible still speak to audiences today? Students who are particularly savvy about current events could begin with Miller's own quotation in the introduction of this lesson plan and spin a paper off from it.
• Analysis of The Crucible as an American tragedy with John Proctor as an American tragic hero.
• Pretend that you are a playwright who has a keen interest in history. Tonight is the night that your writers' group meets to discuss individual projects. Your goal is to present to your group your idea for dramatizing a past event—it may be a recent current event. Describe, in writing, why you think the event would make good drama and how you would dramatize it. Be sure to think carefully about story, conflict, character, and resolution.

Thursday

Review Characteristics of Tragedy

Continue research and make your flashcards, rehearse your presentation

Wednesday

·      Quiz on Similes, Metaphors and Vocabulary ·      Introduction to the Crucible After completing these lessons (~ 2 weeks), students will be able to (SWABAT) ·      Explore Concepts of Good and Evil ·      Examine the historical context of a consciously historical work of literature ·      Compare facts with the fictional or dramatic treatments of the facts ·      Ponder the differences between history and literature ·      Discuss what makes a drama or tragedy compelling ·      Recognize the close ties between a nation's history and culture and the literature it produces ·      Consider the ways in which an historical event and a work of literature may mean different things for different generations of citizen readers.

Students should choose one person from the following group of historical figures upon which to do research: Cotton Mather Bridget Bishop Rev. Samuel Parris Judge John Hathorne Tituba Abigail Williams Mercy Lewis Mary Warren Sarah Good Rebecca Nurse John Proctor Elizabeth Proctor Martha Cory Giles Cory Students will need to use the school or public Library in-class time to do Internet searches for their historical figure. Make 20 index cards with facts about your historical figure: Be ready to present a 3- minute oral report presented to the whole class. Both written and oral reports should respond to the questions: What about your character seems especially interesting or compelling? How would you dramatize your character to make him or her come to life for a contemporary (2010) audience? DUE Friday No Late work accepted!

Tuesday Classwork and Homework

Metaphor and Simile Exercise Review Tone

Study for Quiz on Similes, Metaphors and Vocabulary

Week Three Class Work and Homework Monday

Monday

Review of comparisons: Similes-comparisons using like or as Metaphors-implied comparisons Something is/was something else Something equals something else X=Y SWABAT: student will be able to ·      identify comparisons ·      distinguish between similes and metaphors ·      consider what point an author was making with each comparison

Read A Tragedy at Salem and the Diary of Samuel Seawall pp.52-59 Complete exercises 1-6 on page 60 and make flashcards of the vocabulary on page 60: ·      Agitated ·      Forbear ·      Vindicate ·      Reiterated ·      Wrath Students that they can find the definitions in the footnotes of the stories as well as in the Glossary of Vocabulary Words that begins on pp. 975 of their textbook.

Homework September 20th

Read La Relacion pp13-17
Read Before They got Thick pp. 17
Do Exercises 1-6 pp.19

Draft#2 of Myth due on Thursday.

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Academic Vocabulary #1

The following academic language/literary terms are essential for you to master. Please make flash cards and review nightly.   There will be a test on these terms at the end of this week.

You can find the definition of these terms in the Glossary of Literary Terms in the back of your textbook.

• allegory
• alliteration
• allusion
• conceits
• diction
• foreshadowing
• metaphor
• meter
• parallelism
• point of view
• rhetoric
• rhythm
• symbolism
• syntax
• tone

Week 1 Review Pronoun and Antecedent

Recall that

"-one," "-body," and "-thing" words, "either," "neither," and "each" are always singular.

Everybody, anybody,anyone, each, neither, nobody, someone, a person, etc are all singular and take singular pronouns.

Because a pronoun REFERS BACK to a noun or TAKES THE PLACE OF that noun, you have to use the correct pronoun so that your reader clearly understands which noun your pronoun is referring to:

Therefore, pronouns should:

Agree in number

Refer clearly to a specific noun

Rubric for Myth

Checklist and Grading Rubric for

Myth

ACTION/Criteria	Check off
Student uses correct paragraph form
Student has all major parts of a storyline or narrative structure including Exposition (introduce characters and setting) rising action events, climax, falling action events, and resolution/denouement.
Contains elements of a myth: gods or goddesses, explanation of nature or creation, superhuman, supernatural events,
Myth explains how world began, phenomenon of nature, or creation of mankind (a drum, a flute, how a leopard got its spots).
Embedded at least on belief, value or tradition of society (why the group does what it does today)
Strong “sense of place” geographical information on planet, country, city of myth.
Student uses commas appropriately
Student’s syntax does not cause confusion
Grammar, spelling, punctuation and capitalization is correct
Student uses subject-verb agreement and pronoun-antecedent agreement correctly
Student writes neatly/legibly
Writing is interesting, developed, and reflects originality and imagination.

American Literature Assignments

Remember in-class assignments and class updates trump published blogs.

The myths we have read explain how “the world” came into being.   Write an original creation myth following the writing process. Be sure to include all the elements of a myth:

Characters, setting, conflict, plot, resolution, and possibly metamorphosis (A transformation, as by magic or sorcery. 2. A marked change in appearance).

Prewriting

 Choose something you've wondered about, something that interests you, or something that you think might be enjoyable to write about to use as the basis for your own creation myth. For example, you might

want to write about:

 

• How cats got their tails 

• How the sun came into being 

• Why the moon disappears once a month 

• Why giraffes have long necks 

• Why there is dew on the grass in the summer 

• Why dogs bark instead of chirp 

• Why wheels are round 

• Why penguins can't fly 

• Why trees grow vertically instead of horizontally 

• Why people have language and animals do not 

In many creation myths, something is created as a solution (either wanted or unwanted) to a problem.  Also, the thing that is created is often the result of foolishness on the part of either the creator or itself. (For example, frogs have no tails because of a mistake they made when they tried to deceive the Great Spirit.)

Create a setting, choose characters, and identify the problem. Remember the way in which the problem in your story is resolved should somehow influence the creation idea you are describing. Plan your myth using a story map.

Drafting

Write the draft of your myth.

Revising will happen in Peer Review/Reading Circles.

Check your draft with a partner. Make sure your story moves clearly from beginning to end with no gaps in thought. Does the way the creation idea comes about make sense? (Remember: a myth can be magical or fantastic, but it still must make sense within the framework of your story.)

Use the checklists and rubrics given in class to make revisions.

Proofreading Check your story for errors in spelling, capitalization, punctuation, and word usage.