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English III Honors - Ms. Bee	Ms. Adeline Bee
Attleboro High School	English Instructor
http://www.attleboroschools.com
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WELCOME TO ENGLISH III Honors
2019-2020 School Year
http://www.quia.com/pages/abee/page14
https://sites.google.com/attleborops.net/ahssummerreading

REMIND join message: Send to 81010 this message: @c9kffhg
Quizlet join link: https://quizlet.com/join/xzyGVxxjt (Literary Terminology and novel Vocabulary)

Pre-Test: https://forms.gle/1qUUWezsbSSJPEv99

This trimester you will be introduced to famous writers like Mark Twain, John Steinbeck, Robert Frost, and Sylvia Plath. We will read John Howard Griffin's Black Like Me (http://www.westada.org/site/handlers/filedownload.ashx?moduleinstanceid=126300&dataid=102501&FileName=blacklikeme%20TEXT%20.pdf) and Shakespeare excerpts.
You will write essays including a rough draft of a college essay, increase your vocabulary (Do you know what "xenophobia" means?), explore new literature, and make wonderful memories.
Did you know the more you read, the better your vocabulary, and the better your vocabulary, the better you communicate and score on standardized tests?

The trimester will fly once it's begun, so keep up with your work. If there's a problem (personal or professional), let me know early, not after the fact please. Communicate! We will try to work something out. Good luck and keep smiling. You are less than one year away from being a senior!

Check this site often (Sunday evening is a great time) to find out new assignments, missed assignments, or other information. Add the Quia Webpage to your phone to give yourself easier access. Review the suggested links on this page below the colored assignments for links to vocabulary activities and online tests. Below that are links to sites you may find helpful during your high school career. If you find one of the links is broken, please let me know. Web pages change continuously.

Send me an e-mail (see above) or text me through REMIND if you have a problem, suggestion, or need to bounce an idea around. Remember, if you send me anything online, be sure to keep a hard copy (just in case) and put something in the "message" box so I'll know it's to do with school (I delete all messages when I don't know their origination or if it's an "iffy" email address). Now might be a good time to create a professional e-mail address for both college and job interviews.

We will read one book, and a number of short stories/excerpts.
Supplies needed for class: college ruled paper, post-its (various sizes), a writing utensil that works, and Cloud access such as Google.

Your grade will be averaged in the following manner:
All writing assignments including essays = 35%
All tests and individual or group projects = 35%
All classwork and homework grades = 30%
Summer reading grades are part of classwork/homework.

WRITING ASSIGNMENTS JOURNALS: You will be required to keep a Journal, which should be saved to a Google document that you will share with me two or three times during the trimester. Trimester I = Sept. 27 [6], Oct. 25 [8], and November 26 [8]. Trimester II (Dec. 20 [6], Jan. 31 [8], and Feb. 28 [6]. Trimester III April 30 [6] and May 29 [10]. Please mark these dates in your calendar now.
Journal prompts may be chosen from my Journal website (www.quia.com/pages/abee/page3) or "This I Believe" essays. It must be computer generated. Each entry should be half a typed half long (Times New Roman/Ariel font 12).
NOTE: If you want to listen to a Podcast, talk to me about it. A podcast could be equal to two entries. The entry would need to explain what the podcast was all about, include some specific information (facts/stats, etc), and include your own opinion or reaction to the podcast. It should equal about one page. Don't forget to include the podcast address.

Date every Journal entry and include the prompt or the web address at the top of the entry. (NOTE: I give extra credit for any prompt you bring to me that I like enough to add to my website. This could even be a prompt you make up, but Google it first to be sure it's all yours.) :-)

Any Journal assignment not completed in class is homework. There are two Journal entries expected per week, with the total number of entries sent to me through a Google email link at the end of each month. NOTEs/feedback from me will be given on some of your Journal entries. If there is a need for a correction, please fix the problem/s before the next set of entries is due and pay attention to these issues so that you don't repeat them in future writing assignments.

Tri- I: Begin Journal entries the week after Labor Day.
Tri. II Begin the first full week of class.
Trimester III: Begin the first full week of class.

This is your first Journal entry: Journal Entry #1: List what you expect to learn in Eng. III Honors; list what you want to learn, and list what you think you should know when you finish the class to prepare you for your senior year. Don't forget to date this. Please share with a friend once you've completed it. Compare your "to learn" lists. We will discuss in class.

NOTE: #2 and #3 are interchangeable.

Journal item #2: Your choice of prompts found on my Writing Journal site: www.quia.com/pages/abee/page3.

Journal item #3: Response to Muhammad Ali's essay for "This I Believe."
(https://thisibelieve.org/essay/62638/) If you already know this one, choose another essay.
Remember to write two journal entries a week!

ESSAYS
During the trimester there will be assignments dedicated to writing a good essay. These will include mini-lessons on introductory paragraphs, how to write a concrete and all-inclusive thesis, evidence gathering and analysis (what...how...why), and strong conclusions. AGAIN: NOTEs will be given on your Journal entries. Fix the problem/s and pay attention to these as you write your essays/assignments. Please resolve the issues, but leave the box with the grade and comments.

VOCABULARY
At the bottom of this page, there are vocabulary activities. You are responsible for spending at least 30 minutes a week playing the activities. Be sure to sign in or you will not be recorded as participating. You will receive a grade for how long you practice. We will also be using Quizlet live! :-)

PROJECTS/PRESENTATIONS

All projects should follow these steps:
1. Research the information and create a presentation based on your new knowledge and expertise. Technology may be used, but if you create a Google slide presentation or a PowerPoint, don't just use text. That is totally boring as I'm sure you know from previous presentations. Include pictures, animation, videos, and sound. Link all statistics, pictures, or videos to their original website, NOT the Google search engine website..

2. Each project must have an interactive part (hands-on). This can be a fun activity such as a Kahoot or Quizlet, crossword puzzle, art project, or small group activity (no word searches please - they take too long).
3. Every project must have a peer reflection.

with

GROUP Culmination Activity:
4. The final part of any project is to create multiple choice questions based on the most important (group decides this) part of the assignment and share through Google. Be sure to write your names at the top. Also, be sure to include a Key.
Create ONE multiple choice question (plus at least 4 responses) per person in your group about what was the most important part of your presentation and put them on a single Google document (list the author of each one). If you completed the project by yourself, please create two (2) questions based on what you think were the most important points in your presentation.

Share with the teacher through Google. NOTE: Please BOLD the answers.

SUMMER READING

First Trimester Only: Summer Reading discussion. We will complete in small groups. Everyone was to read In the Heart of the Sea by Nathaniel Philbrick from the Recommended Reading List. Go to: https://sites.google.com/attleborops.net/ahssummerreading. Select the AP/Honors pathway and be sure to have completed all of the requirements listed. Submit projects to your advisor on September 9, 2019. *** Students taking Honors English MUST select the AP/Honors pathway.***

Read the REQUIRED book for the appropriate level of AP/Honors English or Humanities.

- Pair your required reading with another book of your choice related to the theme.
- Complete ONE project from the Summer Literacy Project List. There are 16 choices. Choose wisely. Many of the project titles are linked to further explain them. (See the website)
- In addition to completing one of the projects, students enrolled in AP/Honors English will be participate in a discussion about their required reading book. This discussion will center around the theme of exploration and take place during the third week of their core English class. Please come prepared with 8-10 quotes, questions, and/or reflections related to the development of the theme of exploration in your required reading.
*NOTE: To receive EXCEEDS STANDARDS on the summer literacy rubric, projects must relate in some way to the theme of exploration and incorporate your chosen text(s).

GRADES:
Grades will be derived from the following with possible small changes in weighting.
• Projects, group assignments, tests* 35%
• Written assignments (essays, Journal Writings, etc) 35%
• Hmwk/Participation/Classwork/Attendance/Database (Preparedness) 30%

Please notify your parents of this information and give them my e-mail (abee@attleborops.net). They and you are encouraged to use it. I hope you have a terrific trimester. ~Ms. Bee.
********************************************

TRIMESTER I

Thursday, August 28- Friday, Aug. 29, 2019: Mastery Objective (MO) Students will understand what is expected of them during the course of English III Honors by taking notes from the information above (Quia class webpage 14).

AGENDA: Log-on and go to your favorite web page. Enjoy it until after attendance is taken. Move to your left once and look at your neighbor's favorite page. Discuss why this page is their favorite.
CLASS INTRODUCTION:
Quia Website (www.quia.com/pages/abee/page14), classroom procedures, Freedictionary.com, Remind (Text 81010 with the following message: @c9kffhg), Quia Roster, Quia. Journal #1 (See above).

Homework due Thursday (Aug. 29): Email the teacher (email above) with the following information: Your name, personal/school email that you check daily, cell phone, parent/guardians' names and contact phone and email, where you work and how many hours a week if you work, one cool fact about yourself, and one favorite picture of yourself.
FRIDAY: Answer the following questions:
1. List at least five adjectives that a police oficer might use to describe you if he.she pulled you over.
2. List at least five adjectives that a friend would use to describe you.

Share these with a peer. Which list do you prefer? Why? What is the difference?
3. Which list is your identity and which list is your identification?
4. Which is of more importance to you? Why?
5. Which authors/poets have you studied that are NOT white, male and straight?
6. Make a list of the writers and at least two of their works. Do some research with a peer if you can't remember names.
7. Share your lists with another couple of students.
8. Any surprises? Any you want to read that you haven't?
9. While doing research, did you find any authors that you want to know more about or want to read their works? Who?

Tuesday, September 3, 2019: Mastery Objective (MO): Students will create a "Get to Know You" document to share orally with their peers.
AGENDA: Create a "Get to Know You" Word document with your picture (in the middle of the page), three pictures of where you will be in two years (include college logos if that's your goal), five colorful (adjectives) to describe yourself scattered around the page, a picture of where you want to be in five years, a really cool quote you live by (be ready to explain), plus pictures of three things you really like to do and three things you really want to do. Presentations on Wednesday and Thursday.

Wednesday-Thursday, September 4-5, 2019: Mastery Objective (MO): Students will finish creating and share orally their "Get to Know You" document to introduce themselves to their peers.
AGENDA: Presentations
Journaling: #2 or #3 from above - 15 minutes.

Friday, Sept. 6, 2019: Mastery Objective (MO): Students will research and choose a monologue to perform that identifies with multiculturalism.
AGENDA: Students should watch https://www.stagemilk.com/american-monologues/ first, then choose two (2) of the assignment videos to watch:
Everyone watches ... https://www.stagemilk.com/american-monologues/.

MONOLOGUE ASSIGNMENT
Watch the following before beginning this assignment:
https://www.youtube.com/watch?v=EG5rLKIjEf0
https://www.youtube.com/watch?v=WJQBv5-xnbw
https://www.youtube.com/watch?v=jgaPlIHzC7A
https://www.youtube.com/watch?v=cGo5rXUAH2o&list=PLabhRmHZxbwvoJhZAzy-4c1pzehYpeZX2

Turn and talk to your neighbor about the monologues. Discuss the videos, what is especially good about them, and how the actor/actress makes it interesting?
Choose an American play monologue (from below or your own if approved), research what it means and where in the play it is spoken, memorize it, perform the monologue to the class and explain why this was an important speech.
To prepare:
1. Read the part of the play the monologue is from (most plays are online). Understand what is going on, what came before and will come after. (Use Sparknotes, etc for elucidation)
2. Look up unfamiliar words/phrases. Be sure you know what everything means.
3. Understand the circumstances of the monologue. Who are you talking to? Where are you? What has just happened?
4. Rehearse your monologue. Stand in front of a mirror, recite it to your parents or a friend. Use emotion/props (if helpful), gestures.

Choose from the following:
Death of a Salesman (Arthur Miller) - https://www.stagemilk.com/american-monologues/
Buried Child (Sam Shepherd) - https://www.stagemilk.com/american-monologues/
The Matchmaker (Thornton Wilder) - https://www.stagemilk.com/american-monologues/
The Same Old Clothes (Adra Young) - https://www.stagemilk.com/monologues-for-teenagers/
A License to Date - https://www.stagemilk.com/monologues-for-teenagers/
Man in Motion (Jan Mark) - https://www.stagemilk.com/monologues-for-teenagers/
The Adventures Of Huckleberry Finn - https://www.stagemilk.com/monologues-for-teenagers/
Romeo and Juliet (William Shakespeare) - https://www.stagemilk.com/monologues-for-teenagers/
Forever Teen (Jim Chevallier) - https://www.stagemilk.com/monologues-for-teenagers/
Othello (Act 4 Scene 3) - https://www.stagemilk.com/female-shakespeare-monologues/

Monologues will be performed during the last week of September or sooner if you are ready.
Best advice: REHEARSE!

Monday, September 9, 2019: Mastery Objective (MO): Students will complete a Pre-test, Multiple Choice part, in class.
AGENDA: MC for pretest.
Homework:
Read this article at the "Huffington Post." Summarize it and then list what you had been taught that you now see is inaccurate. Go to: http://www.huffingtonpost.com/eric-kasum/columbus-day-a-bad-idea_b_742708.html. Are you surprised about how history has been recorded? Why or why not? Due Thursday.

Tuesday, September 10, 2019: Mastery Objective (MO): Students will take the essay portion of the pre-test.
AGENDA: Pre-test - essay.

Be sure Monday's homework is finished for Thursday. Practice the monologues with a partner.

Wednesday, Sept. 11- Friday, Sept. 13, 2019: Mastery Objective (MO): Students will, in small groups, research Christopher Columbus, Haiti and the Dominican Republic, and the Taino people and then present a short presentation to their peers with panache.
Check out these and any other websites you find:
https://www.voanews.com/usa/real-story-who-discovered-america
https://www.history.com/topics/exploration/christopher-columbus
https://gsp.yale.edu/case-studies/colonial-genocides-project/hispaniola
https://worldhistory.us/american-history/native-american-history/columbus-on-hispaniola-october-12-1492-changed-the-world.php
https://en.wikipedia.org/wiki/Ta%C3%ADno

https://www.indigenouspeople.net/taino.htm
https://newsmaven.io/indiancountrytoday/archive/fourteen-hundred-ninety-two-the-columbus-poem-rewritten-kXpeMslQoE6KPlJyQbgXnQ/
AGENDA:Journaling: Any from above - 15 minutes, then small group work.
Discuss the conundrum of celebrating Columbus Day and what could be done about it.
Then in pairs rewrite the following poem on Christopher Columbus using a rhyme scheme, stanzas and "correct" historical facts.
Do your own research and check out one revision at this website: https://indiancountrymedianetwork.com/news/fourteen-hundred-ninety-two-the-columbus-poem-rewritten/.

After revising answer the following questions:
1. What other options could there be for Columbus Day?
2. How can students make your suggestion reality or begin a "movement"?
3. Find an article about what is happening to certain statues across the country. Print it.
4. Be ready to discuss the role of monuments/statues in history and how many historical statues are being rejected today. Should we replace/tear down/do something else to these historical statues?
5. Are there any historical statues/memorials in Attleboro? What/Who do they honor? Where are they located?
6. Write up your answers for Friday. Class discussion on Friday. Turn in your work!

IN 1492

In fourteen hundred ninety-two
Columbus sailed the ocean blue.

He had three ships and left from Spain;
He sailed through sunshine, wind and rain.

He sailed by night; he sailed by day;
He used the stars to find his way.

A compass also helped him know
How to find the way to go.

Ninety sailors were on board;
Some men worked while others snored.

Then the workers went to sleep;
And others watched the ocean deep.

Day after day they looked for land;
They dreamed of trees and rocks and sand.

October 12 their dream came true,
You never saw a happier crew!

"Indians! Indians!" Columbus cried;
His heart was filled with joyful pride.

But "India" the land was not;
It was the Bahamas, and it was hot.

The Arakawa natives were very nice;
They gave the sailors food and spice.

Columbus sailed on to find some gold
To bring back home, as he'd been told.

He made the trip again and again,
Trading gold to bring to Spain.

The first American? No, not quite.
But Columbus was brave, and he was bright.

Monday, Sept. 16, 2019 through Friday, Sept. 20, 2019: Mastery Objective (MO): Students will practice their monologues and work on group projects.
AGENDA:Group projects and performance practice (Monday-Tuesday) and presentations (Wednesday and Monday Sept. 23).
Thursday - Field trip
Monologues - Friday and Monday if needed.

Independent group work. Choose one from below with three other students. Sign up on the easel. No group may do the same presentation.
1. Francis Scott Key 1779-1843 “The Star Spangled Banner” (http://famouspoetsandpoems.com/poets/francis_scott_key/poems/21143): Why was the song written? Why has it stayed popular? What does it mean to you? Who was Francis Scott Key? What else did he write. Share at least one example. Sing the song as a group.

2. America – 1760, Plymouth Plantation pg. 24-31: Research the Plymouth Plantation online and read about it in the text book. Create a collage depicting the village and an overview of the type of governmental structure. What role did religion play in the colonists' lives? How large was the actual Mayflower? Why is the Mayflower II not in Plymouth and when was it originally built? Find a picture of it and share with the class. Find diary entries and share the really good ones with the class.
What is America's governmental structure today. Who are the leaders (positions, names, party, and state). Include in your presentation.

3. Early Poetry: Research Anne Bradstreet (1612-1672) pg. 34-36 and online at (https://www.poetryfoundation.org/poems-and-poets/poets/detail/anne-bradstreet). Share at least three of her poems and tell the class all about this amazing woman.
Find a contemporary female poet who wrote about the same topics as Bradstreet. Share at least two of her poems. Include the topic, rhyme scheme, and meaning of each poem. Does the title have any significance?

4. Read pages 50-53 about the Dividing Line. Draw a map showing it in detail. How was it decided where the line would be? How are boundary lines usually decided today? (local, state, federal) Who is William Byrd? Research him and be ready to share information about his life, beliefs and writings.

5. Research Olaudah Equiano (re slavery) pg. 60-62 The Interesting Narrative of the Life of Olaudah Equiano. Go to (https://www.gutenberg.org/files/15399/15399-h/15399-h.htm) or (http://www.pbs.org/wgbh/aia/part1/1p276.html) for more information. Who was he? Why is his book important to scholars? Share what his book was about by using all the sources. What were the differences between the crossing of the Atlantic for Olaudah Equiano and those English who traveled with William Bradford. Check out diary entries from this time from the point of view of the slaves and laborers.
Choose a contemporary Black poet of today. Share at least two of his poems and include topic, meaning, and rhyme scheme. Does the title have any significance?
Watch https://www.youtube.com/watch?v=4oqEj3yEu-A for an example of how to present this information.

6. Check out the following pdf: http://people.brandeis.edu/~dkew/David/Bushnell-Plymouth_Indians-1953.pdf. Then assign parts in your group, report out the most interesting ones, then create an interview between a British journalist visiting American for the first time and the Indians who were born here. Use facts!
Then read the following website: http://www.patriotledger.com/x1743700945/Pilgrims-and-Indians-A-practical-relationship and be prepared to explain the article. You may want to share some of the pictures or find your own. Find a poem depicting the Indians during this beginning stage and share with the class (Be sure to have a few copies, one for each group please). Research what life is like on reservations today. What is their form of government? How many reservations are in the US? Make a map depicting placement.

7. Watch the following videos, then create a speech that a Native American/Indigenous person would say today as to how they are currently treated in America. You can compile information from numerous stories. Research the local Indian tribes. Focus on their experiences. Check out their voting records. Can those living on the Reservations actually vote? How many reservations are in the US? How many Indigenous people live on them? Why? Should we celebrate Thanksgiving for the reasons we currently do? Why?
https://www.youtube.com/watch?v=HnPKzZzSClM
https://www.youtube.com/watch?v=J2HeHShGD7k
https://www.youtube.com/watch?v=jGc34FeFqH0
https://www.youtube.com/watch?v=GHdW_LVfn28
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=ie4m9LAVDGw

REFLECTION:
1. Critique your own presentation. (length, amount of information, interaction, factual, questions)
2. What could you/your group have done better?
3. Which presentation did you prefer? Why?
4. What will you do "better" in the next presentation?
Create 1 multiple choice question (plus at least 4 responses) per person in your group about what was the most important part of your presentation and put them on a single Google document (list who's the author of each). Share with the teacher through Google. Please bold the answers.

Monday, Sept. 23 - Tuesday, Sept. 24, 2019: Mastery Objective (MO): Students will finish sharing their presentations and follow up with their analysis and MC questions.
AGENDA:
Presentations and any monologues still not complete.
If done early, students may work on Journals.
Analysis/Group questions.
Wednesday, Sept. 25 - Thursday, Sept. 26, 2019: Mastery Objective (MO): Students will learn about different types of poetry including cinquain, haiku, acrostic, rhyming, quatrain, and bios.
AGENDA:Discussion of the use of different types of poetry as an activity in class.
Everyone will write a rhyming bio poem in at least three four line stanzas about themselves and another one about someone they love. See "Komnan" on handout. Want a challenge? Try making at least one of the poems acrostic.
Sharing.

Friday, Sept. 27-Tuesday, Oct. 1, 2019: Mastery Objective (MO): Students will read and analyze three short stories by American authors.

AGENDA:
1. Go to http://xroads.virginia.edu/~hyper/fitzgerald/jazz/benjamin/benjamin1.htm and read "The Curious Case of Benjamin Button" by F. Scott Fitzgerald. There are 11 chapters.
Assignment: Once finished, explain what it would feel like to be born an old man and how you would feel if everything was backward. Continue working on your Journals.
Tone Vocabulary (Quizlet ... https://quizlet.com/283972196/match)

2. Go to http://www.online-literature.com/wellshg/10/ and read "The Magic Shop" by H.G. Wells.
Assignment: Once finished, create your own magic shop description. What would be in your own magic shop. Go into details. What are the smells of the shop? What is on the shelves? What type of atmosphere would the shop entail? What would the proprietor look like? Any music playing? Would there be things a customer could actually touch? How big is the shop?
Study Literary Terminology on Quizlet.com or below.

3. Go to https://literaryfictions.com/fiction-1/the-chrysanthemums-by-john-steinbeck-2/ and read John Steinbeck's "The Chrysanthemums."
Assignment: List the themes and symbolism portrayed in the short story. Does Steinbeck's short story tie into the Women's Movement or some other movement today? How?
Play the AP Literary Vocabulary below for 15 minutes.
HmWk: 4. Students will in groups of three create 3 multiple choice questions per short story using literary terminology and vocabulary. Due Wednesday, Sept. 30. Multiple choice questions should include four to five answers (not silly ones), and pertain to the most important parts of the story. Please bold the correct answer.
To be shared with teacher. All student names should be on the top and beside their created questions.

Wednesday, Oct. 2, 2019: Mastery Objective (MO): Students will study for a quiz on Thursday on the three short stories by discussing the themes, symbolism/significance in the world, and the connections authors make to the real world.

AGENDA: Quiz review
Story discussion.
Student presentations

Thursday, Oct. 3, 2019: Mastery Objective (MO): Students will take a quiz on the three short stories utilizing their own multiple choice questions.

AGENDA: Quiz
Study: AP Literary Vocabulary (Quia + Quizlet ... https://quizlet.com/335691856/match)
HmWk: Research the Jim Crow Laws in preparation for reading Black Like Me

Friday, Oct. 4, 2019: Mastery Objective (MO): Students will begin reading Black Like Me and discuss its background.

AGENDA: Discussion and introduction of Black Like Me.

Monday-Wednesday, Oct. 7-9, 2019: Mastery Objective (MO): Students will read articles about racism and listen to John Howard Griffin's 1964 interview and discuss their reactions to the lynching and the oppressive behavior toward "Negros" comparing that to the social aspects of today's society.
AGENDA: Class discussion about race, racism, white supremacy, and today's imprint.
Articles to Read: "America's Original Sin" https://theweek.com/articles/860454/americas-original-sin
"A Truer Sense of Our national Identity" https://www.tolerance.org/magazine/fall-2019/ned-blackhawk-qa-understanding-indigenous-enslavement
"In Defense of Caring About Difference" https://www.tolerance.org/magazine/in-defense-of-caring-about-difference
"Lynching" (The Outrage Over the Frazier Baker Murder) https://www.archives.gov/files/publications/prologue/2008/fall/lynching.pdf
"With and About: Inviting Contemporary American Indian Peoples Into the Classroom" https://www.tolerance.org/magazine/summer-2017/with-and-about-inviting-contemporary-american-indian-peoples-into-the
"The fight to Redefine Racism" https://www.newyorker.com/magazine/2019/08/19/the-fight-to-redefine-racism
"NAACP Sues Virginia School District Over Confederate Names, Mascots" https://www.usnews.com/news/politics/articles/2019-08-16/naacp-sues-virginia-school-district-over-confederate-names-mascots
"New Battle Over School Segregation Roils Little Rock" https://www.usnews.com/news/education-news/articles/2019-09-25/new-battle-over-school-segregation-roils-little-rock
"Can Video Games Curb Racism?" http://blogs.discovermagazine.com/lovesick-cyborg/2014/10/24/can-video-games-curb-racism/#.XYyjBEZKjcs
"If We Must Die" by Claude McKay (poem) https://www.poetryfoundation.org/poems/44694/if-we-must-die
"Show Racism The Red Card" http://theredcard.ie/racism-today/
"Racism is Killing Black Americans" https://www.splcenter.org/news/2019/07/19/weekend-read-racism-killing-black-americans
"What Happens after an ICE Raid?" https://www.nytimes.com/2019/07/16/us/ice-raid-deportation.html
Independent groups discussions with teacher.

BLACK LIKE ME

After reading at least four of the articles and listening to the two Griffin interview recordings, discuss with a group of at least three peers your reactions to the assignment.
https://archive.org/details/csscic_000011/csscic_000011_b_access.mp3

Ticket to leave: Describe the lynching.

HmWk: Be sure you have finished listening to the recording and reading at least six (6) of the articles above. https://archive.org/details/csscic_000011/csscic_000011_b_access.mp3 (begin at 12 minutes)

TIMELINE
For each set of pages read, summarize and include a “Golden Nugget” and at least one quote in your notes.

Thursday, Oct. 10 - Friday, Oct. 11, 2019: Students will discuss in a large group their reactions to the readings and recordings, then write a Journal with reflective thoughts from the discussion and from their notes. Highlight a particular "golden nugget."
Agenda: Thursday: Class discussion, then Journal writing. Timeline discussion.
Friday: Begin reading Black Like Me.
Look up the following as you reach them in the readings: school segregation, Jim Crow Laws, Red Scare of the Fifties, Martin Luther King and his "I Have a Dream" speech, NAACP, P. D. East, Dick Gregory, Sarah Patton Boyle, KKK, Dr. Benjamin Mays, Dr. Samuel Williams, Roy Wilkins, Whitney Young, James Farmer, Stokely Carmichael, and The Kerner Commission.

1. October 28, 1959, October 29, 1959, October 30, 1959, November 1, 1959, November 2, 1959 ... read by Oct. 10
2. November 6, 1959, November 7, 1959 ... read by Oct. 15
3. November 8, 1959 ... read by Oct. 16
4. November 10-12, 1959 ... read by Oct. 18
5. November 14, 1959 ... read by Oct. 21
6. November 15, 1959, November 16, 1959, November 19, 1959 ... read by Oct. 23
7. November 21, 1959, November 24, 1959 ... read by Oct. 25
8. November 25, 1959, November 27, 1959, November 28, 1959, November 29, 1959, December 1, 1959, December 2, 1959 ... read by Oct. 28
9. December 4, December 7, December 9, December 14, December 15 ... read by Oct. 30
10. January 2, 1960, February 26, 1960, March 14, 1960, March 17, March 18, March 23 ... read by Nov. 1
11. April 1, 1960, April 2, April 7, April 11, June 19,August 14, August 17 ... read by Nov. 4
12. Epilogue and Afterword ... read in class November 5-6 with discussions (Pete Seeger's "We Shall Overcome" and 1968 Miami Republican National Convention Race Protests)

Wednesday, Nov. 7- Friday, Nov. 9, 2019: Students will discuss in a small groups their reactions to the following statements form The Kerner Commission Report. They will also share their top three "golden nuggets" from their notes.
Agenda:
Journal: For 15 minutes, write everything and anything about your emotions and what you learned while we studied Black Like Me. You may refer to your notes if needed.
Wednesday-Thursday:
In small groups (4), discuss the following statements from The Kerner Commission Report. Write down every emotion you have as the discussion takes place. List every piece of information you know very little about or were just introduced to. Once everyone is through discussin the statements, share your top 3 Golden Nuggets with your group and explain why they are your top three and what was happening at the time of the "nugget."
1.The report berated federal and state governments for failed housing, education and social-service policies. The report also aimed some of its sharpest criticism at the media. "The press has too long basked in a white world looking out of it, if at all, with white men's eyes and white perspective." 2. The report's most famous passage warned, "Our nation is moving toward two societies, one black, one white—separate and unequal." The report was a strong indictment of white America: "What white Americans have never fully understood but what the Negro can never forget — is that white society is deeply implicated in the ghetto. White institutions created it, white institutions maintain it, and white society condones it."
Large discussion - reporting out from each group.

Friday:
Quiz: Black Like Me by John Howard Griffin - Final (See below for link)
Using the class discussions, your readings, and your notes, choose one essay question from the Quia Black Like Me Final and create an essay that answers the prompt. Take the MC part of the test before you write the essay.

Tuesday, Nov. 12, 2019: Students will read the following short stories in small groups and report out on each one.
Agenda:
Tuesday: "The Soft-Hearted Sioux" by Zitkala-Sa http://www.digital.library.upenn.edu/women/zitkala-sa/stories/soft.html

Tuesday homework and Wednesday discussion: "The Handsomest Drowned Man in the World" by Gabriel Garcia Marquez https://www.ndsu.edu/pubweb/~cinichol/CreativeWriting/423/MarquezHandsomestDrownedMan.htm

Wednesday in-class reading: "To Da-duh, in Memoriam" by Paule Marshall (download necessary: Background This story is set in Barbados, a tropical island in ... www.riverdell.org › Centricity › Domain › To Da-duh in Memorium TEXT)

Wednesday homework and Thursday discussion:"Mrs. Spring Fragrance" by Edith Maude Eaton/Sui Sin Far https://loa-shared.s3.amazonaws.com/static/pdf/Eaton_Spring_Fragrance.pdf

Thursday reading and discussion: "Pretty Feathered Forehead" Lakota Legend https://www.firstpeople.us/FP-Html-Legends/Pretty_Feathered_Forehead-Lakota.html

Questions for Short Stories:

"The Soft-hearted Sioux" by Zitkala Sa
1. What is the genre of "The Soft-Hearted Sioux"? How is the title almost an oxymoron?
2. What is the basic plot summary?
3. What is the structure and style of the short story?
4. Where is the setting of the short story? The Point of View? Who is telling the story?
5. What is the cultural conflict in the story? How does Christianity play into the ethical choices the young man makes?
6. Create a character list of the three main characters (father, son, medicine-man) and include characteristics for each of them.
7. What is the symbolism of the following: The knife, the buffalo hunt, the Bible?
8. What part does masculinity play in this short story?
9. How do you feel about the Native Americans experience of being anglicised?
10. What mores, norms, and values were conflicting in this short story?
11. What other groups of people experience identity crises due to being trapped between cultures?
12. Read the following article andthen briefly summarize and give your opinion on it. https://newsmaven.io/indiancountrytoday/opinion/trump-s-effort-to-rebrand-native-american-heritage-month-does-not-and-will-not-deter-indigenous-movements-Zg0RSG7-w0C2HHLujBrYEw/

"The Handsomest Drowned Man in the World"
1. "The Handsomest Drowned Man in the World" spans just about 24 hours of narrative time. What events correspond to nightfall? To dawn?
2. It could be argued that this story is about a man so great that he inspires other to be truly great as well. What sort of qualities does a person need to have to do this?
3. In this story, the drowned man takes on the roles of the society's greatest mythological figures; Esteban, Lautauro, even Quetzalcoatl. Imagine a similar story, but taking place in your time and place. What sort of "mythological figures" might be linked to a great man?
4. Are the qualities that make the drowned man great necessarily masculine? Which qualities of "greatness" are gender-neutral, and which are gender-specific?
5. How does the genre of magical realism complement the story's content?

"To Da-duh, in Memoriam" by Paule Marshall
1. In "To Da-duh, in Memoriam," in what ways does the author present the clash of two different worlds?
2. How does the author explore the theme of conflict?
3. Who is the narrator and how does that affect the story? What point of view is used?
4. Why does the narrator feel triumphant yet strangely saddened once her grandmother is defeated?
5. What do the following words mean? unrelenting, formidable, reproved, truculent, decrepit, admonished, perennial, austere, protracted, and menacing?
6. How does Da-duh respond when she first meets the narrator? What might this foreshadow?
7. How do the “St. Andrews people” regard the narrator and her family when they first meet? What can you infer about them? How does Da-duh respond to the “St. Andrews people?”
8. In the end, the reader discovers that Da-duh does not live to see the post card of the Empire State Building. How do you think she would have reacted? Do you think that she would have gotten even more disturbed or do you think that she would have come to accept the New York culture? What would your thesis state? List the evidence needed to support your thesis.

"Mrs. Spring Fragrance" by Edith Maude Eaton/Sui Sin Far
Read the following statement. Look up anything or any event you are unfamiliar with. How does this relate to today's America?
"During the time Eaton wrote the stories that make up Mrs. Spring Fragrance, racist US policies were targeting Chinese immigrants. The federal government passed the Page Act in 1875, which banned Chinese women from immigrating to the United States. In 1882, the Chinese Exclusion Act prohibited all Chinese laborers from immigrating. In 1892, passage of the Geary Act made it a requirement for Chinese immigrants to carry identification cards to prove they were in the country legally, or they could face deportation. Chinese immigrants rallied against what they called the “Dog Tag Law” in a large-scale act of civil disobedience. They filed over 7,000 lawsuits challenging the Chinese Exclusion Act, which the government eventually repealed in 1943."

"Pretty Feathered Forehead" Lakota Legend
Assignment: Go to Myths and Legends of the Sioux (https://www.sacred-texts.com/nam/sioux.htm) or Lakota Stories WoLakota Project 9https://www.wolakotaproject.org/lakota-stories). Read at least three of the legends and compare them to this story.
Describe/define these tales and how they influenced the Sioux culture. Do some research into the history of the Lakota tribe. Include historical facts in your discussion.

**** Break**** STOP**** arrêtez****

Wednesday, April 10- Thursday, April 11, 2019: Mastery Objective (MO): Students will practice their monologues or work on their independent reading assignment for Spring break.

AGENDA:
Paired monologue practice.
Independent work on reading book for Spring break.
OR
Work on Journals if everything else is finished.

Spring Break Assignment: Friday, April 12, 2019: Mastery Objective (MO): Students will have chosen a novel or nonfiction book by an American author and had it confirmed by the teacher. The book will be read over the holidays, and an interesting and creative project will be created by May 10.

AGENDA:Finish project and monologue presentations. If not already done, confirm with teacher which book you will read.
Presentations/Monologues.
HmWk Read your book over the holiday and work on Journals.

_________________________________

HAPPY SPRING BREAK
_________________________________

Monday, April 22 - May 15, 2019: Mastery Objective (MO): Students will present their book projects, keep a critique of all the projects, and write a reflection.
AGENDA: Project presentations.
Keep Google table with presenter's name, title of book, and at least 2 comments about the presentation and what you learned.
As you listen to all the projects, write a list of best practices for presentations. Once complete, write a reflective paragraph on your own future presentations.

Thursday, May 16-Friday, May 17, 2019: Mastery Objective (MO): Students will read and analyze three short stories by American authors.

AGENDA:
1. Go to http://xroads.virginia.edu/~hyper/fitzgerald/jazz/benjamin/benjamin1.htm and read "The Curious Case of Benjamin Button" by F. Scott Fitzgerald. There are 11 chapters. Once finished, explain what it would feel like to be born an old man and how you would feel if everything was backward. Continue working on your Journals.
Tone Vocabulary (Quizlet ... https://quizlet.com/283972196/match)

2. Go to http://www.online-literature.com/wellshg/10/ and read "The Magic Shop" by H.G. Wells.
Once finished, describe what would be in your own magic shop. Go into details. What are the smells of the shop? What is on the shelves? What type of atmosphere would the shop entail? What would the proprietor look like? Any music playing? Would there be things a customer could actually touch? How big is the shop?
Study Literary Terminology on Quizlet.com or below.

3. Go to https://literaryfictions.com/fiction-1/the-chrysanthemums-by-john-steinbeck-2/ and read John Steinbeck's "The Chrysanthemums."
List the themes and symbolism portrayed in the short story. Does Steinbeck's short story tie into the Women's Movement or some other movement today? How?
Play the AP Literary Vocabulary below for 15 minutes.
HmWk: 4. Students will independently create 2 multiple choice questions per short story using literary terminology and vocabulary. Due Monday. Multiple choice questions should include four to five answers (not silly ones), and pertain to the most important parts of the story. Please bold the correct answer.
To be shared with teacher. Both student names should be on the top.

Monday, May 20, 2019: Mastery Objective (MO): Students will study for a quiz on the three short stories by discussing the themes, symbolism/significance in the world, and the connections authors make to the real world.

AGENDA: Quiz
Story discussion.
Share MC questions with teacher. (2 per story per pair of workers.)

Tuesday, May 21, 2019: Mastery Objective (MO): Students will take a quiz on the three short stories utilizing their own multiple choice questions.

AGENDA: Quiz
AP Literary Vocabulary (Quia + Quizlet ... https://quizlet.com/335691856/match)

Monday, May 22 - Wednesday, May 23, 2019: Students will work in pairs on Poetry for Henry Wadsworth Longfellow (Look up: "A Psalm of Life," "The Arrow and the Song," and "The Tide Riuses, the Tide Falls." Text: 296-304) and Emily Dickinson (Look up: "I Never Saw a Moor," "Success ic Counted Sweetest," "I Took My Power in My Hand," and "Because I Could Not Stop for Death." Text: 320-334) .
AGENDA: Poetry work.
List ten important facts about each poet, then read the listed poems and find two more poems (average length) for both Longfellow and Dickinson that you like and can analyze. Use Shmoop if necessary for analysis!
Copy and paste the facts, the poems and their analysis to a shared Google Document.
Report out on Tuesday-Wednesday.

Thursday, May 24 - Friday, May 25, 2019: Mastery Objective (MO): Student groups will present Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334), focusing on rhyme scheme and analysis.
AGENDA: Presentations.

Monday, May 27 - Tuesday, May 28, 2019: Mastery Objective (MO): Students look at the Library of Congress/NAET website project and have the opportunity to actually edit authors.
AGENDA: Explanation of project. Exploring the site. Beginning editing.

Wednesday, May 29: MO: In pairs, students will research good essays and compile a list of items that make a good one. Include what makes a good thesis, what makes effective supporting paragraphs, and what is needed for a strong conclusion.
AGENDA: Choose a Common App essay prompt and/or find a college essay prompt.
In pairs, research what makes a good essay. Make a list of at least ten things. Then write a thesis for the following prompt: There are many definitions for "culture," but I'd like you to think about this one. "Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group." Think about a time when you were exposed to another culture — whether at home or somewhere you traveled. What was it like to be in the minority or did you feel as if you were? What differences did you notice from your own culture? What feelings did you have when trying to relate to a different culture? What role does culture play in our society today? In your personal life, how do you relate to culture as defined above?
Print and turn in or share.

Thursday, May 30: Mastery Objective (MO): Students will list the criteria for a good thesis, then present their paired thesis and decide if the criteria was met for each one.
AGENDA: Class generated list of things to look for in a good thesis.
Analysis of the written theses in small groups. Read each one ... then answer the following questions:
1. Was the prompt answered? (Yes/No)
2. What is the essay going to prove?
3. What three details will the author focus on to prove their response in the essay?
In the same pairs, list the evidence you would use to support the class chosen "best" thesis or rewritten one. Share out.

STOP .... STOP .... STOP .... STOP .... STOP .... STOP .... STOP .... STOP .... STOP ....

Tuesday, May 21, 2019: Mastery Objective (MO): Students will play Quizlet in teams re tone words.

AGENDA: Quizlet

Wednesday, May 1, 2019: Mastery Objective (MO): Students will independently create 2 multiple choice questions per short story using literary terminology and vocabulary.

AGENDA: Discussion of what a multiple choice question can include.
Independent work to complete the questions. Bold the answers. Test on the short stories either Wed. or Thursday.

Thursday, May 2, 2019 - Friday, May 3, 2019: Mastery Objective (MO): Students will research one of the following topics in small groups, then complete a 5-8 minute presentation in class on Monday (May 6).
AGENDA:Journaling due Jan. 31 ... Reminder: each should be about a half page long and single spaced.
Groups of no more than four for the projects. Choose one of the following topics and be ready to present it on Monday or Friday. Be sure to have an interactive and a reflective component to your projects.

1) Poor Richard's Almanac (pg 86-87) Share the answers to the questions on page 87. Read "Literary Elements," and be able to explain aphorisms/proverbs using current examples and explain the differences among logical, emotional and ethical appeals. Show 1 example from opinions/letters to the editor for each.
Check out https://archive.org/stream/poorrichardsalma00franrich/poorrichardsalma00franrich_djvu.txt for more information on Benjamin Franklin and his pathway to success through his Almanac.
2) Patrick Henry - "...give me liberty or give me death." Research this great man, his famous saying and the part he played in the American Revolution. (pages 89-93) Be able to share the answers to the questions on page 92.
Describe the literary element "allusion." Share examples so the class understands what an allusion is and why it might be used.
Explain what a synonym is and the variation of their differences with at least three simple examples. Ex: stunning - beautiful - pretty.
Research Benjamin Banneker (pg. 93 and http://www.pbs.org/wgbh/aia/part2/2h71t.html) and his connection to Thomas Jefferson and equality. Compare his letter to Patrick Henry's speech. Consider the content, tone, and structure of the letter vs the speech.
3) Thomas Jefferson and The Declaration of Independence (pg. 97-104 and http://www.ushistory.org/DECLARATION/document/).
What was the Declaration of Independence? Why was it written and to what entity was it addressed? What as Jefferson's role? How many states were involved in its inception? Who signed it that you are familiar with today?
Explain Jefferson's use of repetition and parallelism and how effective these rhetorical strategies were. Show current examples of these techniques.
Compare the structural similarities of an essay and the Declaration of Independence (pg 104). Chart it to show the class.
4) Phillis Wheatley - (Black poet - 1753?-1784) Pages 108-110.
Research who Phillis Wheatley was and how she became educated. Share and explain at least three of her poems, which can be found as links here (https://www.poetryfoundation.org/poems-and-poets/poets/detail/phillis-wheatley).
Explain personification and how Wheatley used this literary technique. Give further examples of how personification is used in something familiar to students today.
5) Music: Research the music of the Revolutionary period. Check out the following websites and choose your favorite songs to share, along with why they were written, and why they ahve stayed popular.
https://www.constitutionfacts.com/founders-library/music-of-the-american-revolution/
https://www.youtube.com/watch?v=yTDOoXd6EXs
http://kidsandhistory.net/paulvm/h5_musicfrmset.html
and http://www.cbsnews.com/news/hamilton-a-revolutionary-musical/
Attempt to create a revolutionary song for today's culture including many of the issues that American citizens have disagreements over.
6) (Pair only if essay, if video - up to 5 people) Write a persuasive essay or create a video about a topic you are passionate about that connects back to the Revolution. Include facts from then and facts from now. Use logical, emotional and ethical appeals in your essay/video. In order to persuade the class, a strong argument must be made and then supported with facts. Identify the opposing argument/s but refute it/them. It's alright to concede a point here or there, because nothing is just black and white. (Information can be found on page 113).

Thursday, Jan. 24 and Friday, Jan. 25, 2019: Mastery Objective (MO): Students will work in groups on their projects ensuring they have an interactive and reflective component.

AGENDA: Independent work on group projects. Due Monday (28th) and Friday (Feb. 1).

Monday, May 6 - Tuesday, May 7, 2019: Mastery Objective (MO): Student groups will present their topic in a 5-8 minute presentation in class.
AGENDA: Presentations. If technology like Kahoot used, you will need to reserve the library.

Monday, May 27 - Wednesday, May 29, 2019: Students will work in pairs on Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334) .
AGENDA: Poetry work.
List ten important facts about each poet, then find two poems (average length) for both Longfellow and Dickinson that you like and can analyze. Use Shmoop if necessary for analysis!
Copy and paste the facts, the poems and their analysis to a shared Google Document.
Report out on Tuesday-Wednesday.

Thursday, May 30 - Friday, May 31, 2019: Mastery Objective (MO): Student groups will present Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334), focusing on rhyme scheme and analysis.
AGENDA: Presentations.
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*************************STOP****************ARETE****************** Thursday, Feb. 14: MO: Students will learn about the Trail of Tears referring to the Cherokee Nation and the poetry that was written about it. AGENDA: Indigenous poetry-Trail of Tears
15 minutes of independent research on the Trail of Tears about the Cherokee Nation using the links below. Discussion.
Check out the following videos. Choose the one you learned the most from. We may vote for the best one!
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=xwBXOxQqkGc
and https://www.youtube.com/watch?v=3E4f_oekpzI
and https://www.youtube.com/watch?v=if-BOZgWZPE
https://www.youtube.com/watch?v=_OGHx2jL-Y4
Find one poem about this horror from this era and one from today's Nations. Share on Friday.

Friday, Feb. 15: MO: Students will share what they learned about the Trail of Tears referring to the Cherokee Nation and the poetry that was written about it.
AGENDA: Sharing.

Happy Feb. Break!

Monday. Feb. 25: MO: In pairs, students will research good essays and compile a list of items that make a good one. Include what makes a good thesis, what makes effective supporting paragraphs, and what is needed for a strong conclusion.
AGENDA: In pairs, research what makes a good essay. Make a list of at least ten things. Then write a thesis for the following prompt: There are many definitions for "culture," but I'd like you to think about this one. "Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group." Think about a time when you were exposed to another culture — whether at home or somewhere you traveled. What was it like to be in the minority or did you feel as if you were? What differences did you notice from your own culture? What feelings did you have when trying to relate to a different culture? What role does culture play in our society today? In your personal life, how do you relate to culture as defined above?
Print and turn in or share.

Tuesday, Feb. 26: Mastery Objective (MO): Students will list the criteria for a good thesis, then present their paired thesis and decide if the criteria was met for each one.
AGENDA: Class generated list of things to look for in a good thesis. Analysis of the written theses.
In the same pairs, list the evidence you would use to support the class chosen "best" thesis or rewritten one. Share out.

TRIMESTER II

Monday, Dec. 3: Mastery Objective (MO) Students will understand what is expected of them during the course of English III by taking notes from the information above and by being introduced to their Quia class webpage (14).

AGENDA: Website, classroom procedures, Freedictionary.com, Remind (Text 81010 with the following message: @k4h9ec), Quia Roster, Quia. Journal #1 (See above).
Homework due by Tuesday: Email the teacher (email above) with the following information: Your name, personal email that you check daily, cell phone, parent/guardians' names and contact phone and email, where you work and how many hours a week if you work, one cool fact about yourself and one favorite picture of yourself.

Tuesday, Dec. 4, 2018: Mastery Objective (MO): Students will create a "Get to Know You" document to share orally with their peers.
AGENDA: Create a "Get to Know You" Word document with your picture (in the middle of the page), three pictures of where you will be in two years (include college logos if that's your goal), five colorful (adjectives) to describe yourself scattered around the page, a picture of where you want to be in five years, plus pictures of three things you really like to do. Presentations on Wednesday and Thursday.

Wednesday, Dec. 5 - Thursday Dec. 6, 2018: Mastery Objective (MO): Students will finish creating and share orally their "Get to Know You" document to introduce themselves to their peers.
AGENDA: Presentations
Journaling: #2 from above - 15 minutes.

Friday, Dec. 7, 2018: Mastery Objective (MO): Students will write an essay in class for the pretest.
AGENDA: Essay for pretest.
Homework:
Read this article at the "Huffington Post." Summarize it and then list what you had been taught that you now see is inaccurate. Go to: http://www.huffingtonpost.com/eric-kasum/columbus-day-a-bad-idea_b_742708.html. Are you surprised about how history has been recorded? Why or why not? Due Tuesday.

Monday, Dec. 10, 2018: Mastery Objective (MO): Students will take a multiple choice pre-test.
AGENDA: Pre-test - multiple choice only.
Finish peer presentations if needed or work on Journals.

Be sure Friday's homework is finished for Tuesday.
If students finish the pre-test, a Monologue introduction assignment will be shared. Students should watch the following first, then choose two (2) of the assignment videos to watch:
https://www.stagemilk.com/american-monologues/.
MONOLOGUE ASSIGNMENT
Watch the following before beginning this assignment:
https://www.youtube.com/watch?v=EG5rLKIjEf0
https://www.youtube.com/watch?v=WJQBv5-xnbw
https://www.youtube.com/watch?v=jgaPlIHzC7A
https://www.youtube.com/watch?v=cGo5rXUAH2o&list=PLabhRmHZxbwvoJhZAzy-4c1pzehYpeZX2

Turn and talk to your neighbor about the monologues. Discuss the videos, what is especially good about them, and how the actor/actress makes it interesting?
Choose an American play monologue (from below or your own if approved), research what it means and where in the play it is spoken, memorize it, perform the monologue to the class and explain why this was an important speech.
To prepare:
1. Read the part of the play the monologue is from (most plays are online). Understand what is going on, what came before and will come after. (Use Sparknotes, etc for elucidation)
2. Look up unfamiliar words/phrases. Be sure you know what everything means.
3. Understand the circumstances of the monologue. Who are you talking to? Where are you? What has just happened?
4. Rehearse your monologue. Stand in front of a mirror, recite it to your parents or a friend. Use emotion/props (if helpful), gestures.

Choose from the following:
Death of a Salesman (Arthur Miller) - https://www.stagemilk.com/american-monologues/
Buried Child (Sam Shepherd) - https://www.stagemilk.com/american-monologues/
The Matchmaker (Thornton Wilder) - https://www.stagemilk.com/american-monologues/
The Same Old Clothes (Adra Young) - https://www.stagemilk.com/monologues-for-teenagers/
A License to Date - https://www.stagemilk.com/monologues-for-teenagers/
Man in Motion (Jan Mark) - https://www.stagemilk.com/monologues-for-teenagers/
The Adventures Of Huckleberry Finn - https://www.stagemilk.com/monologues-for-teenagers/
Romeo and Juliet (William Shakespeare) - https://www.stagemilk.com/monologues-for-teenagers/
Forever Teen (Jim Chevallier) - https://www.stagemilk.com/monologues-for-teenagers/
Othello (Act 4 Scene 3) - https://www.stagemilk.com/female-shakespeare-monologues/

Monologues will be given during the last week before the holiday.
Best advice: REHEARSE!

Tuesday, Dec. 11 - Thursday Dec. 13, 2018: Mastery Objective (MO): Students will, in small groups, research one of the following, then present it to their peers with panache.
AGENDA:Journaling: #3 from above - 15 minutes, then small group work.
Discuss the conundrum of celebrating Columbus Day and what could be done about it.
Then in pairs rewrite the following poem on Christopher Columbus using a rhyme scheme, stanzas and correct historical facts.
Do your own research and check out one revision at this website: https://newsmaven.io/indiancountrytoday/archive/fourteen-hundred-ninety-two-the-columbus-poem-rewritten-kXpeMslQoE6KPlJyQbgXnQ/.

After revising answer the following questions:
3. What other options could there be for Columbus Day?
4. How can students make your suggestion reality or begin a "movement"?
5. Find an article about what is happening to certain statues across the country. Print it.
6. Be ready to discuss the role of monuments/statues in history and how many historical statues are being rejected today. Should we replace/tear down/do something else to these historical statues?
7. Are there any historical statues/memorials in Attleboro? What/Who do they honor? Where are they located?
8. Write up your answers. Turn in your work! Be ready to discuss in class.

IN 1492

In fourteen hundred ninety-two
Columbus sailed the ocean blue.

He had three ships and left from Spain;
He sailed through sunshine, wind and rain.

He sailed by night; he sailed by day;
He used the stars to find his way.

A compass also helped him know
How to find the way to go.

Ninety sailors were on board;
Some men worked while others snored.

Then the workers went to sleep;
And others watched the ocean deep.

Day after day they looked for land;
They dreamed of trees and rocks and sand.

October 12 their dream came true,
You never saw a happier crew!

"Indians! Indians!" Columbus cried;
His heart was filled with joyful pride.

But "India" the land was not;
It was the Bahamas, and it was hot.

The Arakawa natives were very nice;
They gave the sailors food and spice.

Columbus sailed on to find some gold
To bring back home, as he'd been told.

He made the trip again and again,
Trading gold to bring to Spain.

The first American? No, not quite.
But Columbus was brave, and he was bright.

Independent group work.
1. Francis Scott Key 1779-1843 “The Star Spangled Banner” (http://famouspoetsandpoems.com/poets/francis_scott_key/poems/21143): Why was the song written? Why has it stayed popular? What does it mean to you? Who was Francis Scott Key? What else did he write. Share at least one example. Sing the song as a group.

2. America – 1760, Plymouth Plantation pg. 24-31: Research the Plymouth Plantation online and read about it in the text book. Create a collage depicting the village and an overview of the type of governmental structure. What role did religion play in the colonists' lives? How large was the actual Mayflower? Why is the Mayflower II not in Plymouth and when was it originally built? Find a picture of it and share with the class. Find diary entries and share the really good ones with the class.
What is America's governmental structure today. Who are the leaders (positions, names, party, and state). Include in your presentation.

3. Early Poetry: Research Anne Bradstreet (1612-1672) pg. 34-36 and online at (https://www.poetryfoundation.org/poems-and-poets/poets/detail/anne-bradstreet). Share at least three of her poems and tell the class all about this amazing woman.
Find a contemporary female poet who wrote about the same topics as Bradstreet. Share at least two of her poems. Include the topic, rhyme scheme, and meaning of each poem. Does the title have any significance?

4. Read pages 50-53 about the Dividing Line. Draw a map showing it in detail. How was it decided where the line would be? How are boundary lines usually decided today? (local, state, federal) Who is William Byrd? Research him and be ready to share information about his life, beliefs and writings.

5. Research Olaudah Equiano (re slavery) pg. 60-62 The Interesting Narrative of the Life of Olaudah Equiano. Go to (https://www.gutenberg.org/files/15399/15399-h/15399-h.htm) or (http://www.pbs.org/wgbh/aia/part1/1p276.html) for more information. Who was he? Why is his book important to scholars? Share what his book was about by using all the sources. What were the differences between the crossing of the Atlantic for Olaudah Equiano and those English who traveled with William Bradford. Check out diary entries from this time from the point of view of the slaves and laborers.
Choose a contemporary Black poet of today. Share at least two of his poems and include topic, meaning, and rhyme scheme. Does the title have any significance?
Watch https://www.youtube.com/watch?v=4oqEj3yEu-A for an example of how to present this information.

6. Check out the following pdf: http://people.brandeis.edu/~dkew/David/Bushnell-Plymouth_Indians-1953.pdf. Then assign parts in your group, report out the most interesting ones, then create an interview between a British journalist visiting American for the first time and the Indians who were born here. Use facts!
Then read the following website: http://www.patriotledger.com/x1743700945/Pilgrims-and-Indians-A-practical-relationship and be prepared to explain the article. You may want to share some of the pictures or find your own. Find a poem depicting the Indians during this beginning stage and share with the class (Be sure to have a few copies, one for each group please). Research what life is like on reservations today. What is their form of government? How many reservations are in the US? Make a map depicting placement.

7. Watch the following videos, then create a speech that a Native American/Indigenous person would say today as to how they are currently treated in America. You can compile information from numerous stories. Research the local Indian tribes. Focus on their experiences. Check out their voting records. Can those living on the Reservations actually vote? How many reservations are in the US? How many Indigenous people live on them? Why? Should we celebrate Thanksgiving for the reasons we currently do? Why?
https://www.youtube.com/watch?v=HnPKzZzSClM
https://www.youtube.com/watch?v=J2HeHShGD7k
https://www.youtube.com/watch?v=jGc34FeFqH0
https://www.youtube.com/watch?v=GHdW_LVfn28
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=ie4m9LAVDGw

REFLECTION:
1. Critique your own presentation. (length, amount of information, interaction, factual, questions)
2. What could you/your group have done better?
3. Which presentation did you prefer? Why?
4. What will you do "better" in the next presentation?
Create 1 multiple choice question (plus at least 4 responses) per person in your group about what was the most important part of your presentation and put them on a single Google document (list who's the author of each). Share with the teacher through Google. Please bold the answers.

Friday, Dec. 14 - Tuesday Dec. 18, 2018: Mastery Objective (MO): Students will share their presentations and follow up with their analysis and MC questions.
AGENDA:
Presentations
If done early, students may work on Journals.

Wednesday, Dec. 19-Friday Dec. 21, 2018: Mastery Objective (MO): Students will share their Christopher Columbus ideas and decide what they want to do as a project to change this holiday and present their monologues.

AGENDA:
Sharing, discussion, project research, project work in small groups, and monologues.
HAPPY HOLIDAYS

Wednesday, Jan. 2-Friday Jan. 4, 2019: Mastery Objective (MO): Students will choose a novel or nonfiction book by an American author to read and create a project by the end of January.

AGENDA:Research as to which book to read.
Work on Journals.
Begin reading your book.

Monday, Jan. 7 -Friday Jan. 11, 2019: Mastery Objective (MO): Students will work on their project book.

AGENDA: Monday: Work on book project. Share with me the five most important things you need to do (not including reading the book) in order to complete this project. Then continue working on your project. Read!

Tuesday and Wednesday:
Students will go to http://xroads.virginia.edu/~hyper/fitzgerald/jazz/benjamin/benjamin1.htm and read "The Curious Case of Benjamin Button" by F. Scott Fitzgerald. There are 11 chapters. Once they finish, they are to explain what it would feel like to be born an old man and how they would feel if everything was backward. This should take two days. Extra time? Work on your projects or Journals.
Thursday and Friday:
Go to http://www.online-literature.com/wellshg/10/ and read "The Magic Shop" by H.G. Wells.
Once finished, describe what would be in your own magic shop. Go into details. What are the smells of the shop? What is on the shelves? What type of atmosphere would the shop entail? What would the proprietor look like? Any music playing? Would there be things a customer could actually touch? How big is the shop?
Study Literary Terminology on Quizlet.com.

Monday, Jan. 14 -Tuesday Jan. 15, 2019: Mastery Objective (MO): Students will read a short story by an American author and discuss the themes and symbolism.

AGENDA:
Go to https://literaryfictions.com/fiction-1/the-chrysanthemums-by-john-steinbeck-2/ and read John Steinbeck's "The Chrysanthemums."
List the themes and symbolism portrayed in the short story. Does Steinbeck's short story tie into the Women's Movement or some other movement today? How?

Wednesday, Jan. 16: Mastery Objective (MO): Students will work on their book projects and study literary terminology.

AGENDA: Play the AP Literary Vocabulary below for 15 minutes.
Work on your Book projects ... read ... take notes ... research the author or historical connections. Work independently!

Thursday, Jan. 17, 2019: Mastery Objective (MO): Students will take a quiz on the three short stories and discuss the themes and symbolism/significance in the world.

AGENDA: Quiz
Story discussion

Friday, Jan. 18, 2019: Mastery Objective (MO): Students will play quizlet in teams re tone words.

AGENDA: Quizlet
The Magic Shop readings!

Tuesday, Jan. 22, 2019: Mastery Objective (MO): Students will independently create 2 multiple choice questions per short story using literary terminology and vocabulary.

AGENDA: Discussion of what a multiple choice question can include.
Independent work to complete the questions. Bold the answers. Test on the short stories either Wed. or Thursday.

Wednesday, Jan. 23, 2019: Mastery Objective (MO): Students will research one of the following topics in small groups, then complete a 5-8 minute presentation in class on Monday (28th) and Friday (Feb. 1).
AGENDA:Journaling due Jan. 31 ... Reminder: each should be about a half page long and single spaced.
Groups of no more than four for the projects. Choose one of the following topics and be ready to present it on Monday or Friday. Be sure to have an interactive and a reflective component to your projects.

1) Poor Richard's Almanac (pg 86-87) Share the answers to the questions on page 87. Read "Literary Elements," and be able to explain aphorisms/proverbs using current examples and explain the differences among logical, emotional and ethical appeals. Show 1 example from opinions/letters to the editor for each.
Check out https://archive.org/stream/poorrichardsalma00franrich/poorrichardsalma00franrich_djvu.txt for more information on Benjamin Franklin and his pathway to success through his Almanac.
2) Patrick Henry - "...give me liberty or give me death." Research this great man, his famous saying and the part he played in the American Revolution. (pages 89-93) Be able to share the answers to the questions on page 92.
Describe the literary element "allusion." Share examples so the class understands what an allusion is and why it might be used.
Explain what a synonym is and the variation of their differences with at least three simple examples. Ex: stunning - beautiful - pretty.
Research Benjamin Banneker (pg. 93 and http://www.pbs.org/wgbh/aia/part2/2h71t.html) and his connection to Thomas Jefferson and equality. Compare his letter to Patrick Henry's speech. Consider the content, tone, and structure of the letter vs the speech.
3) Thomas Jefferson and The Declaration of Independence (pg. 97-104 and http://www.ushistory.org/DECLARATION/document/).
What was the Declaration of Independence? Why was it written and to what entity was it addressed? What as Jefferson's role? How many states were involved in its inception? Who signed it that you are familiar with today?
Explain Jefferson's use of repetition and parallelism and how effective these rhetorical strategies were. Show current examples of these techniques.
Compare the structural similarities of an essay and the Declaration of Independence (pg 104). Chart it to show the class.
4) Phillis Wheatley - (Black poet - 1753?-1784) Pages 108-110.
Research who Phillis Wheatley was and how she became educated. Share and explain at least three of her poems, which can be found as links here (https://www.poetryfoundation.org/poems-and-poets/poets/detail/phillis-wheatley).
Explain personification and how Wheatley used this literary technique. Give further examples of how personification is used in something familiar to students today.
5) Music: Research the music of the Revolutionary period. Check out the following websites and choose your favorite songs to share, along with why they were written, and why they ahve stayed popular.
https://www.constitutionfacts.com/founders-library/music-of-the-american-revolution/
https://www.youtube.com/watch?v=yTDOoXd6EXs
http://kidsandhistory.net/paulvm/h5_musicfrmset.html
and http://www.cbsnews.com/news/hamilton-a-revolutionary-musical/
Attempt to create a revolutionary song for today's culture including many of the issues that American citizens have disagreements over.
6) (Pair only if essay, if video - up to 5 people) Write a persuasive essay or create a video about a topic you are passionate about that connects back to the Revolution. Include facts from then and facts from now. Use logical, emotional and ethical appeals in your essay/video. In order to persuade the class, a strong argument must be made and then supported with facts. Identify the opposing argument/s but refute it/them. It's alright to concede a point here or there, because nothing is just black and white. (Information can be found on page 113).

Thursday, Jan. 24 and Friday, Jan. 25, 2019: Mastery Objective (MO): Students will work in groups on their projects ensuring they have an interactive and reflective component.

AGENDA: Independent work on group projects. Due Monday (28th) and Friday (Feb. 1).

Monday, Jan. 28th: Mastery Objective (MO): Student groups will present their topic in a 5-8 minute presentation in class.
AGENDA: Presentations. If technology like Kahoot used, you will need to reserve the library.

Tuesday, Jan. 29 - Thursday, Jan 31, 2019: Mastery Objective (MO): Students will work independently on their book projects.

AGENDA: Independent work on book projects due Feb. 4.
Journals are due on Jan. 31 (8).

Friday, Feb. 1, 2019: Mastery Objective (MO): Student groups will finish presenting their topic in a 5-8 minute presentation in class.
AGENDA: Presentations. If technology like Kahoot used, you will need to reserve the library.

Monday, Feb. 4 -Thursday, Feb. 7, 2019: Mastery Objective (MO): Students will present their book projects to the class.
AGENDA: Independent presentations. If technology like Kahoot is used, you will need to reserve the library.

Friday, Feb. 8 -Monday, Feb. 11: Mastery Objective (MO): Students will work in pairs on Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334) .
AGENDA: Poetry work.
List ten important facts about each poet, then find two poems (average length) for both Longfellow and Dickinson that you like and can analyze. Use Shmoop if necessary for analysis!
Copy and paste the facts, the poems and their analysis to a shared Google Document.
Report out on Tuesday-Wednesday.

Tuesday- Wednesday, Feb. 12-13, 2019: Mastery Objective (MO): Student groups will present Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334), focusing on rhyme scheme and analysis.
AGENDA: Presentations.
Thursday, Feb. 14: MO: Students will learn about the Trail of Tears referring to the Cherokee Nation and the poetry that was written about it. AGENDA: Indigenous poetry-Trail of Tears
15 minutes of independent research on the Trail of Tears about the Cherokee Nation using the links below. Discussion.
Check out the following videos. Choose the one you learned the most from. We may vote for the best one!
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=xwBXOxQqkGc
and https://www.youtube.com/watch?v=3E4f_oekpzI
and https://www.youtube.com/watch?v=if-BOZgWZPE
https://www.youtube.com/watch?v=_OGHx2jL-Y4
Find one poem about this horror from this era and one from today's Nations. Share on Friday.

Friday, Feb. 15: MO: Students will share what they learned about the Trail of Tears referring to the Cherokee Nation and the poetry that was written about it.
AGENDA: Sharing.

Happy Feb. Break!

Monday. Feb. 25: MO: In pairs, students will research good essays and compile a list of items that make a good one. Include what makes a good thesis, what makes effective supporting paragraphs, and what is needed for a strong conclusion.
AGENDA: In pairs, research what makes a good essay. Make a list of at least ten things. Then write a thesis for the following prompt: There are many definitions for "culture," but I'd like you to think about this one. "Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group." Think about a time when you were exposed to another culture — whether at home or somewhere you traveled. What was it like to be in the minority or did you feel as if you were? What differences did you notice from your own culture? What feelings did you have when trying to relate to a different culture? What role does culture play in our society today? In your personal life, how do you relate to culture as defined above?
Print and turn in or share.

Tuesday, Feb. 26: Mastery Objective (MO): Students will list the criteria for a good thesis, then present their paired thesis and decide if the criteria was met for each one.
AGENDA: Class generated list of things to look for in a good thesis. Analysis of the written theses.
In the same pairs, list the evidence you would use to support the class chosen "best" thesis or rewritten one. Share out.

Do not go below this line ______________________________STOP

Trimester I Tuesday, Sept. 18, 2018: Mastery Objective (MO): Students will present their poems and editorials.
AGENDA: Presentations

Wednesday, Sept. 19, 2018: Mastery Objective (MO): In pairs, students will research good essays and compile a list of items that make a good essay. Include what makes a good thesis, what makes effective supporting paragraphs, and what is needed for a strong conclusion.
AGENDA: In pairs, research what makes a good essay. Make a list of at least ten things. Then write a thesis for the following prompt: There are many definitions for "culture," but I'd like you to think about this one. "Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group." Think about a time when you were exposed to another culture — whether at home or somewhere you traveled. What was it like to be in the minority or did you feel as if you were? What differences did you notice from your own culture? What feelings did you have when trying to relate to a different culture? What role does culture play in our society today? In your personal life, how do you relate to culture as defined above?
Print and turn in.

Thursday, Sept. 20-21, 2018: Mastery Objective (MO): Students will list the criteria for a good thesis, then present their paired thesis and decide if the criteria was met for each one.
AGENDA: Class generated list of things to look for in a good thesis. Analysis of the written theses.
In the same pairs, list the evidence you would use to support the class chosen "best" thesis or rewritten one. Share out.

Monday, Sept. 24, 2018: Mastery Objective (MO): Students will look back at their peers' presentations and discuss peer teaching based on their learning styles and their own research.
AGENDA: Final presentation. Discussion of the presentations and the learning process.
Reflection: Peer presentations discussion: what was learned, how you learned it, preferences, what was enjoyed, and what we could do better.

Tuesday, Sept. 25, 2018: Mastery Objective (MO): All students will research Benjamin Franklin, his wooden hand press for printing, the Franklin stove, and find two more of his inventions, describing them and their usefulness.
AGENDA:Introduction to Benjamin Franklin. See pages 74-83 in the textbook. Read his autobiography and answer the questions at the end on page 83 in pairs.
Research Ben Franklin and find out more information about the hand press, the stove and two more inventions. Do this in pairs or singly and share in a Google doc.
.
Wednesday, Sept. 26-28, 2018: Mastery Objective (MO): Students will research one of the following topics in small groups, then complete a 5-8 minute presentation in class on Thursday.
AGENDA:Journaling ... Reminder: each should be about a half page long single spaced.
Groups of no more than four. Choose one of the following topics and be ready to present it on Thursday.
1) Poor Richard's Almanac (pg 86-87) Share the answers to the questions on page 87. Read "Literary Elements," and be able to explain aphorisms/proverbs using current examples and explain the differences among logical, emotional and ethical appeals. Show 1 example from opinions/letters to the editor for each.
Check out https://archive.org/stream/poorrichardsalma00franrich/poorrichardsalma00franrich_djvu.txt for more information on Benjamin Franklin and his pathway to success through his Almanac.
2) Patrick Henry - "...give me liberty or give me death." Research this great man, his famous saying and the part he played in the American Revolution. (pages 89-93) Be able to share the answers to the questions on page 92.
Describe the literary element "allusion." Share examples so the class understands what an allusion is and why it might be used.
Explain what a synonym is and the variation of their differences with at least three simple examples. Ex: stunning - beautiful - pretty.
Research Benjamin Banneker (pg. 93 and http://www.pbs.org/wgbh/aia/part2/2h71t.html) and his connection to Thomas Jefferson and equality. Compare his letter to Patrick Henry's speech. Consider the content, tone, and structure of the letter vs the speech.
3) Thomas Jefferson and The Declaration of Independence (pg. 97-104 and http://www.ushistory.org/DECLARATION/document/).
What was the Declaration of Independence? Why was it written and to what entity was it addressed? What as Jefferson's role? How many states were involved in its inception? Who signed it that you are familiar with today?
Explain Jefferson's use of repetition and parallelism and how effective these rhetorical strategies were. Show current examples of these techniques.
Compare the structural similarities of an essay and the Declaration of Independence (pg 104). Chart it to show the class.
4) Phillis Wheatley - (Black poet - 1753?-1784) Pages 108-110.
Research who Phillis Wheatley was and how she became educated. Share and explain at least three of her poems, which can be found as links here (https://www.poetryfoundation.org/poems-and-poets/poets/detail/phillis-wheatley).
Explain personification and how Wheatley used this literary technique. Give further examples of how personification is used in something familiar to students today.
5) Music: Research the music of the Revolutionary period. Check out the following websites and choose your favorite songs to share, along with why they were written, and why they ahve stayed popular.
https://www.constitutionfacts.com/founders-library/music-of-the-american-revolution/
https://www.youtube.com/watch?v=yTDOoXd6EXs
http://kidsandhistory.net/paulvm/h5_musicfrmset.html
and http://www.cbsnews.com/news/hamilton-a-revolutionary-musical/
Attempt to create a revolutionary song for today's culture including many of the issues that American citizens have disagreements over.
6) (Pair only if essay, if video - up to 5 people) Write a persuasive essay or create a video about a topic you are passionate about that connects back to the Revolution. Include facts from then and facts from now. Use logical, emotional and ethical appeals in your essay/video. In order to persuade the class, a strong argument must be made and then supported with facts. Identify the opposing argument/s but refute it/them. It's alright to concede a point here or there, because nothing is just black and white. (Information can be found on page 113).

Monday-Friday, Oct. 1-5: Mastery Objective (MO): Student groups will finish presenting their topic in a 5-8 minute presentation in class.
AGENDA: Presentations. Technology like Kahoot used. Library reserved.

Tuesday-Friday, Oct. 9-12: Mastery Objective (MO): Student groups will work on Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334) .
AGENDA:Tuesday: Assembly on Voting
Wednesday: PSAT Day
Thursday and Friday ... work on poetry.
Find two poems for each poet that you like and can analyze. Use Shmoop if necessary!
Copy and paste them and their analysis to a Google Document.
Report out in small groups.
Go to https://quizlet.com/join/2tq53arTM and sign into my English III class.

Monday-Wednesday, Oct. 15-17: Mastery Objective (MO): Student groups will present Poetry for Henry Wadsworth Longfellow (pgs. 296-304) and Emily Dickinson (pgs. 320-334), focusing on rhyme scheme and analysis.
AGENDA:
Monday: Indigenous poetry-Trail of Tears
Research the Trail of Tears about the Cherokee Nation. Find poetry from this era and some from today's/b> Nations.
Check out the following videos. Share the top two with the class. Vote for the best one!
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=xwBXOxQqkGc
and https://www.youtube.com/watch?v=3E4f_oekpzI
and https://www.youtube.com/watch?v=if-BOZgWZPE
https://www.youtube.com/watch?v=_OGHx2jL-Y4

Tuesday: Finish Trail of Tears assignment. Present Longfellow and Dickinson poetry. Be sure to show the rhyme scheme. Turn in your work. Worksheet re rhyme scheme.
Wednesday In pairs complete the "The Dying Child" by Hans Christian Andersen worksheet. Be sure to include the rhyme scheme and answer the questions.
Journaling.

Thursday, October 18 - Friday, Oct. 26, 2018: Mastery Objective (MO): Small student groups will focus on the Industrial Revolution's literature including James Fenimore Cooper, Edgar Allan Poe, Surrealism, Writing, the Cherokee Nation, and Poetry creating an interactive lesson on one of them.
AGENDA: Review choices for small group work. Choose groups and begin brainstorming.

1. Read about and outline James Fenimore Cooper's life. (pgs 137-138. Read the excerpt from The Deerslayer on pages 139-148. Answer the questions on page 149 under Study and Discussion (1-5). Create a presentation for the class on Cooper and the excerpt using the questions to guide your discussion. Explain the "Elements of fiction" (pg 149) as Cooper used them in the excerpt. Add an interactive piece to your presentation dealing with how the media portrays Native Americans.

2. Poetry: Explain what blank verse and rhymed verse is in poetry. Share with the class at least three examples of each style of poetry. One of the examples can be current American literature. Explain what iambic pentameter means and devise a game to increase the students' knowledge of this important rhyme scheme. Have the students decide what the rhyme scheme is in each of their examples in pairs. Include what a caesura is. Show instances of how it is used in your examples and why it is important. Make up a game to help the students remember this possibly using a mnemonic device. (Information in the textbook on page 157).

3. Create a presentation on Edgar Allan Poe (pg 158-159). Read "The Pit and the Pendulum" (http://poestories.com/read/pit) OR "The Cask of Amontillado" (http://xroads.virginia.edu/~hyper/poe/cask.html) and "The Raven" (pg 181-185). Use the questions under For Study and Discussion (pg. 185) to guide your presentation on the poem. Be sure to explain how alliteration, internal rhyme, and refrain (pg. 186) are used by Poe.
Teach one of the short stories to the class in a creative manner.

4. Read pages 193-195. Answer questions 1 and 2 if possible on page 196. Bring in artwork that depicts surrealism to help you explain what surrealism actually is and who the Surrealists were. Bookmark a number of videos on YouTube to help the class learn more. Research the topic beyond the text and add that to your presentation.

5. Writing: Explain the difference between chronological order and order of importance in a literary analysis. Research AP essays and choose two # nine theses, two #7 theses and two #4 theses. Share with the class and give them a list of questions that go along with the theses to answer, such as, "Which thesis makes the most sense and why?" or "List the evidence you would use to prove one of the the 4 theses, one of the 7 theses, and one of the 9 theses."
Explain how the theses were put together and make a list of the pros and cons. You may want to use page 198 in the text to help with your interactive piece.

6. Satire (Medical Caricature): Go to http://exhibits.hsl.virginia.edu/caricatures/en7-excess/. Read the website, download the satirical pictures and create a lesson to share this information with the class. Choose two more of the "exhibits" from the left column and add them to your presentation. Bring this forward to today. Find four political cartoons that depict the medical profession and analyze them. Teach the class.

7. Go back to the information you researched on the Trail of Tears about the Cherokee Nation. Find out more details and create a detailed presentation for the class on what happened, how the Cherokee and other Nations were treated then, and the history behind their removal (include linked pictures).
Then research Native Americans today. List the tribes in the U.S. and where they are located. Include a map. Show pictures of each reservation.
Locate poetry and/or short stories written by American Indians about their families, their jobs, their ancestors, their homes, and their needs. Share with the class as an interactive activity. Include information about today's local Nations. How are Indigenous people treated today? (HINT: Check out ND and voting of the tribes.)

You may use these videos for extra resources. Share the best one with the class, or find another one that is fascinating and informative to share as part of your presentation.
https://www.youtube.com/watch?v=8uDe3p1vn2Q
https://www.youtube.com/watch?v=xwBXOxQqkGc
and https://www.youtube.com/watch?v=3E4f_oekpzI
and https://www.youtube.com/watch?v=if-BOZgWZPE
https://www.youtube.com/watch?v=_OGHx2jL-Y4
You might want to research Davy Crockett's role in the tragedy of the Trail of Tears.
Would you consider what Americans did to the Cherokee and other Nations genocide? Why or why not. Include this in your presentation to the class. DEFINE GENOCIDE. Share examples of genocide today! Find poetry dealing with genocide.
What is #NotInvisible? How does this affect Indian women today? Why is this issue being launched out of the shadows through a social media campaign? Is it effective? Include this in the presentation. Show examples and talk about the many Indian women running for political office. As of today (10/10/2018), there has never been a female Indian Congressperson. Could that change in November?

8. Herman Melville Create a presentation about Melville for the class. Read pages 270-271 in the textbook. Make a list of the important information about Melville's life, what he wrote and was truly famous for, and share with the class in your presentation. Read pages 272-275, the excerpt from "Typee" and share with the class what the fictional story was about and how close it was to reality. Include the characters, the theme, the plot/basic premise.
Teach the class about symbols, the literary device. Define it and give examples. Then create an interactive piece that the class will complete to help them learn how to recognize "symbols."

9. Childcare in the Nineteenth Century Research childcare during the mid nineteenth century (1850s) and create a presentation that will teach the class about how children were treated in this era. Include poetry either read by children and/or about children. Analyze the poetry. Make an interactive piece for your presentation. Possible sources include:
http://www.representingchildhood.pitt.edu/links.htm
http://www.representingchildhood.pitt.edu/victorian.htm
Children Defense Fund https://www.childrensdefense.org/
https://journals.lib.unb.ca/index.php/MCR/article/view/17242/22758
https://www.poetry4kids.com/news/over-the-river-and-through-the-wood-an-anthology-of-nineteenth-century-american-childrens-poetry/

Monday, October 29 - Thursday, Nov. 1, 2018: Mastery Objective (MO): Small student groups will present an interactive lesson on their topic from above.
AGENDA: Presentations with interactive piece and feedback questions.

Friday, Nov. 2, 2018: Mastery Objective (MO): Students will create a list of grammar rules from their NOTEs section of the Journals and choose and brainstorm a college essay prompt from the CommonApp list.
AGENDA:Harvard college application essays read and discussed with class. Review of grammar rules. Students create their own list. Students go to Common App and discuss possible prompts they could use to kick start an essay. Students will choose one prompt and list three pieces of evidence/events that would help show a college essay reader who they are a person, along with their growth.
The prompt and list should be turned in or shared with the teacher for feedback and a grade.

Monday, November 5, 2018: Mastery Objective (MO): Students will listen to Harvard college essays, finalize/revise their prompt decision, and discuss possible theses.
AGENDA: Individual consultation with teacher to finalize essay direction. (Confirm prompt and three pieces of evidence with the teacher.)
Make a plan of attack based on the NOTEs from your Journal entry feedback. Turn this in.

Tuesday, November 6, 2018: Mastery Objective (MO): Students will look at successful college essays and discuss with their peers, as they formulate their thesis statement.
AGENDA: Go to https://www.collegexpress.com/articles-and-advice/admission/articles/college-applications/writing-college-application-essay/. Read it and discuss with a partner. Talk about your prompt and possible thesis. Plan your essay.
Write the thesis and turn it in.

Wednesday, November 7, 2018 - Friday, Nov. 16, 2018: Mastery Objective (MO): Students will continue to work on their essays, formulating their first evidence paragraphs.
AGENDA:Evidence #1 paragraph 2
Evidence #2 paragraph 3
Evidence #3 paraqgraph 4
Conclusion
Good examples should be used throughout the essay to show a student's maturity and growth.
Teacher conferences as students move forward. Google Doc feedback. All college essays due by Friday, Nov. 16 at the latest.

Monday, November 19, 2018 - Tuesday, Nov. 20, 2018: Mastery Objective (MO): Students will finalize the entries in their Journal and follow the NOTE rules given in prior checks.
AGENDA:Journaling
HAPPY THANKSGIVING

Monday, November 26, 2018 - Tuesday, Nov. 17, 2018: Mastery Objective (MO): Students will review for their final (Post-test: MC + essay).
AGENDA: Go over pre-test
Thesis review using Thesis Generator and Lou Gehrig speech.

Wednesday, November 28, 2018 : Mastery Objective (MO): Students will take their final (Post-test).
AGENDA:Final Test (MC + Essay)

*************************STOP****************ARETE******************
Monday, April 23-Wed., April 25, 2018: Mastery Objective (MO): Student groups will finish presenting their topic in a 5-8 minute presentation in class.
AGENDA: Presentations.
Journal and Vocabulary time.

Wednesday, May 2, 2018: Mastery Objective (MO): Students will respond to Gregory Orr's "This I Believe" essay as their first Journal entry for the second set.
AGENDA: Listen to essay. Write down the feelings the essay evokes. Type it up as the next Journal entry.
Spend 15 minutes playing Vocabulary matching game or Quizlet tone words.
Listen to final presentations.

Monday, May 7-Tuesday, May 8, 2018:, 2018: Mastery Objective (MO): Small student groups will present an interactive lesson on one of the following from the Industrial Revolution's literature: James Fenimore Cooper, Edgar Allan Poe, Surrealism, Writing, and Poetry.
AGENDA: Presentations. Monday Hmwk: Research Satire. Bring in one example from the Internet for Wednesday. Introduction to caricatures and satire.
Tuesday Hmwk: Students will find a current caricature (newspaper or magazine, can come from online) and cut/print it out with an explanation as to the topic and why it is funny.

Wednesday-Friday, May 9-11, 2018: Mastery Objective (MO): Students will share satire and caricature examples, then work on journal entries and vocabulary along with conversations with the teacher about grades.
AGENDA:Satire and Caricatures lesson. Sharing student examples in small groups.
Independent work on Journals and vocabulary.
Individual conversations with Ms. Bee
Extra: Read Voices of Native Americans (371-373. Explain the two poems in two groups to the class. Find Native Americans videos. Watch and vote as to best ones. What are common themes in Native American poetry? What is Spoken Tradition? What are some connections to today? Read Black Hawk's Farewell (376-377) and Chief Joseph's speech (378-379) Compare the Ten Commandments to the Indian Laws.

Monday-Tuesday, May 14-15 2018: Mastery Objective (MO): Student groups will finish presentations using an interactive lesson.
Agenda Journaling 15 minutes
Presentations

Wednesday, May 16 2018: Mastery Objective (MO): Small student groups will choose one of the following authors and begin researching and reading about the individual in preparation for creating an interactive lesson: Elizabeth Cody Stanton, Henry David Thoreau, Ralph Waldo Emerson, Nathaniel Hawthorne, Herman Melville, Henry Longfellow, Emily Dickinson, Walt Whitman, Mark Twain, or Writing (talk to teacher before choosing this last one).
AGENDA: Get into groups: choose an author based on your number, brainstorm, read the text pieces that go along with your author, become an expert on the author, use the internet to find additional resources, then create a short interactive presentation with a reflection piece.
1. (Group of 4 maximum) The New World and Elizabeth Cady Stanton (pgs. 200-211, ). Read the section together. Outline the important points in the opening of this section. Do some serious research (at leat 5 different websites) about Elizabeth Cady Stanton, the Declaration of Sentiments, and the first Women's Convention in 1848. Compare the rights of women at that time to the rights of women today. Include when women received the right to own property, write their will, sign a contract, and vote. Write and give your own speech. Be sure to include in your argument: pathos, logos, and egos about what rights women should have today that they still don't enjoy or could lose. You may want to look up Susan B. Anthony and Gloria Steinem for more information. Explain how this might have been the birth of feminism?
Possible links to kickstart your research: http://www.biography.com/people/elizabeth-cady-stanton-9492182, http://www.biography.com/video/gloria-steinem-womens-liberation-19666499774, and http://www.crusadeforthevote.org/nwsa-organize/. Present your conclusions to the class with an interactive and reflective piece.
2. (Group of 4 maximum) Transcendentalism (pgs. 200-211, 230-246). Read the Research what transcendentalism is, who were famous transcendentalists and read some of Thoreau's work. What part does "intuition" play in this movement? Include who the anti-transcendentalists were and why they were called this. Check out the following YouTube videos: https://www.youtube.com/watch?v=H6UvQ4x9T6Q, https://www.youtube.com/watch?v=OlRLbqVBT7U, and https://www.youtube.com/watch?v=6DRe6BF_9os. Create a YouTube video of your own that explains this topic. Include a set of five (5) questions that students will have to answer once they have watched the video. Do a reflective piece at the end of your presentation.
3. Ralph Waldo Emerson (Group of 4 maximum) (Pg. 200-211, 212-213, 214-224, 225-229). Create an interactive presentation that explains a little about who Ralph Waldo Emerson was. Explain the six essay excerpts, what the Aphorisms are and answer the questions on page 223. Read the poems and choose the group's favorite to teach to the class. Include the rhyme scheme, note lines that have personification and apostrophe, and the message. Kickoff points: https://www.poetryfoundation.org/poems-and-poets/poets/detail/ralph-waldo-emerson or http://www.newyorker.com/magazine/2015/09/07/ecstasy-of-influence. Do a reflective piece at the end of your presentation.

4. (Group of 4 maximum) Nathaniel Hawthorne (pgs. 200-211, 247-248, 249-255). Create a presentation that explains a little about who Nathaniel Hawthorne was and recreate the story "Dr. Heidegger's Experiment." Answer the questions under the Reading Check on page 254. Explain how Hawthorne used allegory and symbolism in the short story. Kickstart your research here: https://americanliterature.com/author/nathaniel-hawthorne/bio-books-stories and http://www.history.com/news/10-things-you-may-not-know-about-nathaniel-hawthorne. Teach the story to the class. Show students pictures of where Hawthorne was born and lived (Salem, MA). Do a reflective piece at the end of your presentation.
5. (Group of 4 maximum) Herman Melville (pgs 270-271, 276-290) Answer questions on page 290. Read the Commentary (pg 291-292) and include this information in your presentation. Act out the excerpt from the story for the class. Be sure to include how Melville used Moby-Dick and Ahab as symbols (check out SparkNotes or Pink Monkey for more information). Answer the following questions in your group, then ask them of the class: 1. How is symbolism used in literature? 2. What is an example of a symbol? 3. Is a symbol a poetic device? 4.What is a symbol in fiction? Include an interactive part in your presentation dealing with symbols and contemporary movies, for example the Harry Potter movies. Do a reflective piece at the end of your presentation.
6.Henry Longfellow (Group of 4 maximum) (pgs. 200-211, 296-304). Research this famous poet. Read his poems in the textbook and find two (2) more online to analyze. Answer the questions on page 303-304 under "For Study and Discussion." Explain to the class what a sonnet is and show them different examples, both modern day back to Shakespeare. Explain what an anecdote is and show humorous examples ...consider doing your interactive piece using this idea.
Create two questions for the additional two poems your group chooses. Create an interactive presentation using one of the poems and explain why Longfellow's poetry was so popular. What rhyme pattern/s did he use and how did the rhyme enhance his poetry? Teach one of the poems from the textbook and one that the group found to the class. Make sure each student has a copy of all the poems you use (c/p from online). Use the poems to show the rhyme scheme and stanza during your interactive part of the presentation. Do a reflective piece at the end of your presentation.
7. Emily Dickinson (Group of 4 maximum - (pgs. 320-330) Choose three of Emily Dickinson's poems and answer the questions on them on pages 330-331. Create a presentation that introduces these poems to the class, analyzes their content, explains "stanza" if pertinent, and point out the similes and metaphors in them. Include the rhyme scheme if any. What topic does Dickinson tend to write about?
Find a contemporary poet who writes on the same topic and hopefully in the same style (short/stanzas/baisic rhyme scheme/ content/ message) and share the poet plus two of his/her poems with the class, asking them to analyze them using rhyme scheme, overall meaning, similes, metaphors, and audience. Do a reflective piece at the end of your presentation.
8. Walt Whitman (group of no more than 3) (Read Pgs. 338-348, 349-362). Research Leaves of Grass and what the poetry book focused on. Answer all question on pages 353, 356, 360, and 362 under "For Study and Discussion." Explain how Whitman used "diction" in his work to the class. Do some research online on this. Be able to explain "free verse" to the class and how Whitman used it. Explain "Theme" as discussed on page 360 under "Writing About Literature." Introduce Whitman's work to the class using an interactive activity. Focus on his Leaves of Grass.
9. Mark Twain (group of no more than 4) (Read pages 338-348, 387-412). Research Twain online after reading the textbook to find additional information. Teach the short story "The Notorious Jumping Frog of Calaveras County" (pgs 391-396) to the class. Answer the questions under "For Study and Discussion" on page 397, 401, and 412. How does Twain differentiate between his narrator and his characters? Explain Twain's vernacular style of writing (pg 403) and his comedic technique (pg 412) to the class using examples from his writing. Create an interactive activity that perpetuates Twain's vernacular and comedy.
10. Writing: (Group of 3 maximum) Explain how a thesis works in the opening paragraph of an essay. Research YouTube videos for writing a thesis. Find the best one and share with the class. Research AP essays and choose one #9 these, one # 7 thesis, and one #4 thesis. Analyze the theses by listing the parts of each one. What is the essay going to be about? What will each paragraph be about? What type of evidence was used? Is there a world connection?
Share copies of the essay with the class and give them a list of questions that go along with the theses to answer, including: Underline the thesis. Circle the parts that show what the paragraphs will be about. Square off any world connection. List the elements of literature that will be used in the essay. "Which thesis makes the most sense and why?" "What is the difference between the evidence in the #9 essay vs. the #7 vs the #4 essay?" Do a reflective piece at the end of your presentation. This group must also read pages 200-211 and 337-348 as a background for the other presentations.

Thursday-Friday, May 17-18, 2018: Mastery Objective (MO): Small student groups will research and create an interactive presentation on one of the following: Elizabeth Cody Stanton, Henry David Thoreau, Ralph Waldo Emerson, Nathaniel Hawthorne, Herman Melville, Henry Longfellow, Emily Dickinson, Walt Whitman, Mark Twain, or Writing (see me about this last one if that's what you choose).
AGENDA: Research for Presentations
HmWk Finish your part of the presentation for Monday.

Monday-Wednesday, May 21-23, 2018: Mastery Objective (MO): Small student groups will present an interactive + feedback lesson on one of the following:Elizabeth Cody Stanton, Henry David Thoreau, Ralph Waldo Emerson, Nathaniel Hawthorne, Herman Melville, Henry Longfellow, Emily Dickinson, Walt Whitman, Mark Twain, or Writing.
AGENDA: Presentations
Reflections

Thursday-Friday, May 24-25, 2018: Mastery Objective (MO): Student groups will finish any presentation not yet completed and work on Journaling.
AGENDA:Final presentation or finales. Journaling. 10 Journals are due June 1. Happy Memorial Day

Tuesday, May 29, 2018: Mastery Objective (MO): Students will begin reading "Our Town" by Thornton Wilder after a short introduction into plays and Wilder.
AGENDA:Intro: plays
Read the following definition. In pairs, explain in simpler terms what this actually says.
At the end of Act I, listen to the PBS video at https://mass.pbslearningmedia.org/resource/mast16ot-ela-waywewere-1/masterpiece-our-town-1-the-way-we-were/?#.WxbAJp9Kjcs.
At the end of Act II, listen to the video at https://mass.pbslearningmedia.org/resource/mast16ot-ela-loveandmarriage-2/masterpiece-our-town-2-love-and-marriage/?#.WxbAjZ9Kjcs.
At the end of Act III, listen to the final video at https://mass.pbslearningmedia.org/resource/mast16ot-ela-goodrest-3/masterpiece-our-town-3-a-good-rest/?#.WxbAuZ9Kjcs.
Metatheatre: "Metatheatre" is a convenient name for the quality or force in a play which challenges theatre's claim to be simply realistic -- to be nothing but a mirror in which we view the actions and sufferings of characters like ourselves, suspending our disbelief in their reality. Metatheatre begins by sharpening our awareness of the unlikeness of life to dramatic art; it may end by making us aware of life's uncanny likeness to art or illusion. By calling attention to the strangeness, artificiality, illusoriness, or arbitrariness -- in short, the theatricality -- of the life we live, it marks those frames and boundaries that conventional dramatic realism would hide. It may present action so alien, improbable, stylized, or absurd that we are forced to acknowledge the estranging frame that encloses a whole play. It may, on the other hand, break the frame of the "fourth wall" of conventional theatre, reaching out to assault the audience or to draw it into the realm of the play. It may -- by devices like plays within plays, self-consciously "theatrical" characters, and commentary on the theatre itself -- dwell on the boundaries between "illusion" or artifice and "reality" within a play, making us speculate on the complex mixture of illusion and reality in our ordinary experience. Any theatrical device can work metatheatrically if we sense in it a certain deliberate reflexiveness, a tendency to refer to itself or to its context in a more general mode: to theatre itself; to art, artifice, and illusion; and perhaps above all to language as such" (https://courses.cit.cornell.edu/engl3270/327.meta.html). Intro: "Our Town"
Deliberate abandonment of props goes hand in hand with the minimalist set. Pantomiming shows actions. The play is narrated by the Stage Manager, who welcomes the audience to the fictional town of Grover’s Corners, New Hampshire. It's early on a May morning in 1901. Stage is usually empty or sparse throughout the entire play. So begins the activities of a typical day. Characters hidden in the audience. Act I = Day 1. Act II = 3 years later -a wedding day. Act III = 9 years later Cemetery.
Further Questions to Ponder:
1. How does the temporal (time) structure of Our Town reflect and influence the main ideas of the play? Is the one act, one day plot effective?
2. How does Wilder break down the “fourth wall” between the audience and the action onstage? (Do some research about this "fourth wall.)
3. In your own view, is Wilder's view of small town life positive or negative. Support your answer with evidence form the play.
Begin reading with students playing the roles. Act I: Pg. 964 - 971.

Wednesday-Friday, May 30 - June 1, 2018: Mastery Objective (MO): Students will continue reading "Our Town" by Thornton Wilder.
AGENDA: Wednesday: Read pgs. 971-980. Complete the Reading Check on page 980. Read the Commentary on page 980-81. Summarize it. Anything not completed in class is homework.
AGENDA: Thursday: Read pgs. 982-988. Create a character analysis for both Emily and George.
AGENDA: Friday: Read pgs 989-993. Complete the Reading Check on page 993. Read the Commentary on 994-995 for homework. Summarize it.

Monday, June 4, 2018: Mastery Objective (MO): Students will continue reading "Our Town" by Thornton Wilder.
AGENDA: Act III Read pgs. 995-1003. Complete the character analysis for Emily. Complete the Reading Check. Read the Commentary and summarize it.
Wrap-up/discussion of the play.

Tuesday, June 5, 2018: Mastery Objective (MO): Students will create a "My Town" project in pairs.
AGENDA:Handout ... brainstorming and research

My Town Assignment

Names ________________________ and ________________________

My Town Monologue (Model)

This play is called “My Town.” It was written, produced, and directed by (Student names)____________________ and ___________________. The name of the town is _________________________ (Your choice, include the planet, country, state if applicable)
.
Due: June 11, 2018

Setting: Place and year
1. List the characters and describe them (at least 6) (age, looks, personality, relationships)
2. Create a map of the town. (by hand or through pictures using technology)
3. Write a one to two-page scene description. (Include time, places, nature, transportation) Include directions in the monologue.
4. Write the dialogue for your town’s characters. (Include stage directions) (br) 5. Include at least three scenes. (these can be set all together or jump around in time)
6. Try to include a scene like Emily’s where you would want to relive that ”one” day or talk to the teacher about an alternative scene or use a flashback.
7. Describe the stage and all basic props. Draw a map. (by hand or online)
8. Choose what “ONE” item you would put in a Time Capsule (alternative option). _____________ & ___________

Wednesday-Thursday, June 6-7, 2018: Mastery Objective (MO): Students will work together to complete their project on "My Town." (Library due to MCAS testing)
AGENDA: Paired work on project.

Friday, June 8, 2018: Mastery Objective (MO): Students will finalize their projects and brainstorm how to create /build a time capsule that shows the day-to-day lives of the citizens of Attleboro or has objects from "their town."
AGENDA:Students will each bring in one object (size matters!) they feel will show people 100 years from now exactly what life is like in Attleboro.
Students will create a time capsule that will hold these objects.
Students will research possible locations and find out what permissions are needed to bury their time capsule.
Students will choose a spokesperson/s to do the interviews of each member of the class.
Students will choose a videographer to tape and create a final cut of the video.
Each student will create a maximum of a 30 second statement for the video.
Students will create a short video of everyone in the class talking about Attleboro in 2018. This will be put on a flash drive to be buried with the time capsule.

2018-2019 Common Application Essay Prompts
Choose a prompt from numbers one through six below.

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Monday, June 11 - Friday, June 15, 2018: Mastery Objective (MO): Students will write a college application essay.
AGENDA: Monday:Introduction to college essays and College Board (http://www.commonapp.org/whats-appening/application-updates/2018-2019-common-application-essay-prompts)
Read three different essays.
Talk about topics. Choose three ... In groups discuss topics choices. Choose one and list three examples of supporting evidence. Write the thesis. Finish for homework.

Tuesday: Share theses. Kick them up to include the three things that will prove your thesis.
Begin writing the second paragraph.
Finish for homework.

Wednesday: Write the third and fourth paragraphs for the essay. Be sure to include enough evidence and explanations.

Thursday: Proof two peers' essays. Offer them the following constructive advice:
1. List one thing they could do better and how it could be accomplished.
2. List one thing that was really well done.
Revise your essay.
Finish the final paragraph for homework.

Friday: Share your final rough draft essay with two peers. Fix anything that is problematic. Check the number of words and type it at the top of the page by your name. Share it by the end of class. If it's not shared, it will be a zero.

Finals next week. Almost done!
:-)

Monday, June 18, 2018: Mastery Objective (MO): Students will review for the Post-Test.
AGENDA:Essay Review and multiple choice review.

Tuesday, June 19, 018: Mastery Objective (MO): Students will take a post-test for English III (multiple choice plus essay.)
AGENDA:Final! Last day. Yes! It's almost summer! You're almost a legitimate senior.

2017 - Extras - Do not worry about the assignments below. Scroll back up for current assignments.

Friday, May 19, 2017: Mastery Objective (MO): Presentation groups will create 2 multiple choice questions for each of their four projects based on their research and the presentation focus.
AGENDA: Presentation groups will create 2 multiple choice questions and a key based on their main focus of their presentation. These will be sent to the teacher through email and will include the group's name, the topic, the questions, and the key.The most recent projects covered: Elizabeth Cody Stanton, Ralph Waldo Emerson, Nathaniel Hawthorne, Herman Melville, Oliver Wendell Holmes, Emily Dickinson and Writing.
If the students finish, they may work on their Journals or their reflection on one of the most recent projects.

Monday-Wednesday, May 22-24, 2017: Mastery Objective (MO): Students will listen to John Howard Griffin's 1964 interview and discuss their reactions to the lynching and the oppressive behavior toward "Negros" comparing that to the social aspects of today's society.
AGENDA: Finish sharing the project presentation questions.

Independent groups discussions with teacher.

BLACK LIKE ME
Listen to the two Griffin interview recordings. https://archive.org/details/csscic_000011/csscic_000011_b_access.mp3
Ticket to leave: Describe the lynching.

Monday HmWk: Finish listening to the first part of the recording. Begin at 12 minutes. https://archive.org/details/csscic_000011/csscic_000011_b_access.mp3

Then read (lots of white space) before Monday.

TIMELINE
For each set of pages read, summarize and include a “Golden Nugget” in your notes.

Tuesday, May 23: pages 1-11
Homework: Finish listening to the recording ... summarize
Wednesday, May 24 Read pages 12-19 in class
Wednesday homework for Thursday, Read pages 20 – 33
Thursday, May 25 Read pages 34 - 49 in class … finish for homework.
Friday, May 26: Finish reading through page 69 in class.
Novel discussion
Homework: Weekend assignment: Read pages 70 – 86 … Be ready to discuss on Tuesday
Tuesday, May 30: Novel discussion using prompt questions.
Wednesday, June 1: Discuss novel essay prompt in class … finish looking at the pictures and the aftermath.

My Quia activities and quizzes