November 19, 2019

Periods 1 and 2:
At the beginning of the period, we created a class list of topics that could be potential subjects for letters to authority. That list is found on Google Classroom for both periods.

After performing some headline research and taking notes, you were asked to narrow down your potential topic list to three topics, and to respond on by copying this document into your Notebook and adding it to your table of contents.

You should consider:

Guiding Questions to Consider: What do you know and not know?

• Why does this issue matter to you?
• Why does this topic matter to a larger population?
• How does your personal experience connect to the topic?
• Who else is affected by this issue?
• What are the causes/effects of this issue?
• What can be done as a response to this issue?
• What are the different perspectives of this issue?
• What can a President or someone in a position of power do about this issue?

Periods 3 and 4:

We started the period by reviewing the information for your Fahrenheit 451 final. Review this information and start working on preparing.

Part 1 is the multiple-choice (tomorrow)

Parts 2 and 3 will be Thursday.

Part 4 is an in-class writing task on Thursday.

Finish reading the book by tomorrow. There are NO notebook prompts to complete for yesterday or today. Ignore posts on Google Classroom.

Period 6:

Part III, The Pearl Final

Today, complete the passage analysis for The Pearl.

November 13, 2019

Periods 1 and 2:
Text: Run Forest Run, a letter (mentor text)
Objective: Analyze a mentor text for content, structure, and craft.

Please see the following SLIDES to review what we did in class today. (View up to slide 11)

Keep in mind you will write an argumentative letter about a topic of your choosing.
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Periods 3 and 4:
Text: Fahrenheit 451, pages 100-110
Objective: Analyze the use of irony in part two of the novel

In partnerships or small groups, you read 100-110 at your own pace and completed the following notes. Make sure they are copied/pasted into your notebook and added to the table of contents.

Your grades are posted for your analytical paragraphs. If you review it with me (scheduled, during advisory next week) you may revise/submit for a regrade (with reflection). _________________________________________________________________________

Period 6:
The Pearl, Final (Part II)

If you are absent, you must schedule a time to come to advisory and make up the assignment. This may not be done at home.

November 12, 2019

Periods 1 and 2:
I have the privilege of introducing you to the rhetorical patterns of developments (modes) which, I believe, is one of the most important concepts for you to understand and own as a reader and writer because it will allow you to break from writing formulaically and think strategically.

After introducing you with these Slides, we use Bruno Mars' song "When I Was Your Man" to identify the multiple modes Mars uses in the song (in order to understand that, although we may attempt to write for a purpose using one "mode," they really overlap.

If absent, view Slides and attempt to annotate the Bruno Mars piece here. 

Periods 3 and 4:
Text: Fahrenheit 451, Pages 91-100
Objective: Explain what is revealed about society through the words of the women at Mildred’s party and describe their reaction to Montag’s poem.

If you are absent, here are the notebook prompts from today. As always, copy/paste into your Notebook and add to your table of contents.

Homework: Read "Dover Beach" and respond to the prompts. Again, you should copy/paste into your Notebook and add it to your table of contents.

Period 6:
Part I: Take the FINAL Form Assessment for The Pearl. It covers mainly chapters four through six.

If you are absent, you need to come to see me during Advisory to make up the final or you will receive a 0.

Part II: Notes for Chapter 6, The Pearl. As always, copy/paste to your Notebook, add to your table of contents.

November 8, 2019

Keeping it simple today folks.

Periods 1 and 2:
Objective: research for position paper, paragraph number three, your country's policy.

Periods 3 and 4:
Objective: Review Fahrenheit 451, pages 75-93.
Part I: "Block Party"
- We wrote down: what we think Faber and Montag should do, a quote from Montag, a quote from Faber, and a "golden line"
- In partnerships/triads, we discussed our lines
Part II:
The Duality of Montag (if absent, see me when you return)

Period 6:
Text: The Pearl, Chapter 6

Today, I introduced your final at the beginning of class. HERE is an overview of what your final will be. You will finish with the novella by the end of next week.

November 7, 2019

Periods 1 and 2:
Text: "Peaches" by Adrienne Wu
Notes: Click here

Use these Slides to follow along with today's lesson.








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Periods 3 and 4:
Text: Pages 75-85 in Fahrenheit 451.

Objective: Analyze and explain the significance of the title “The Sieve and the Sand” based on Denham’s Dentifrice scene. Identify which three things are missing from society according to Faber and explain their importance.


Homework: Read pages 75-93 in Fahrenheit 451.




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Period 6:
Text: No new reading
Objective: Independently respond to demonstrate an understand and connection to The Pearl

Chalk Talk
I placed posters around the room. With a marker, you were asked to QUIETLY respond to as many posters as possible, using complete sentences and evidence when needed.

Next, you responded to 3-5 other people's responses in a thoughtful way beyond simply agreeing or disagreeing. Again, this was QUIET.

Finally, you walked around and reviewed what other people wrote or responded, and we had a class discussion. The prompts are listed below.

1. Women and men have different roles and responsibilities. (Respond with either: your opinion outside the text or how this is true/untrue within the text).
2. Why does Juana feel the events following the pearl's discovery may all have been an illusion?
3. Did Kino do the right thing in demanding a fair price for the pearl, even if it meant leaving his community?
4. Describe the role of greed in the story.
5. What surprises, shocks, or disturbs you the most about this story?
6. What is the most obvious theme, to you, in this story? Why?

Homework/Exit Slip: Question on Google Classroom and read The Pearl, chapter six until page 92.

November 6, 2019

Periods 1 and 2:
Text: "Hello, My Name Is..." by Jason Kim
Objective:  Analyze an author’s style.
Success Criteria:  

• I can annotate what the author is saying.
• I can ask questions while reading for meaning. 
• I can identify and analyze literary devices. 

See today's Slides here. If absent, read and follow the directions Slides 8-10.

Here is my example for the style analysis chart in the notes. 

Quote Find a quote that demonstrates style. Use an ellipsis to cut unnecessary segments as needed. Always include a page or paragraph #.	Technique Possible techniques: repetition, metaphor, simile, personification, imagery, diction, symbolism, etc	Analysis What is the impact of the author’s use of this technique? Use specific words and phrases from the quote within your analysis. Try to write 2-3 complex sentences.
How do you understand yourself in a diverse country that actively chooses to ignore your particular kind of diversity? (Paragraph 22)	Rhetorical Question	By him asking this rhetorical question, the reader can tell that he’s struggling with the idea of being, at once, both Korean and American. He feels that America, or at least American “Hollywood” ignores his culture and by being an Asian in the film industry, he is sort of a stand-out figure. He also seems to imply that it shouldn’t be that way, pointing to how this further complicates his understanding of his own identity as an actor/writer and Korean-American.

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Periods 3 and 4:
Texts: Student analytical paragraph samples
Objective:
1. Evaluate the work of others in order to better understand the expectation and to plan for the next analytical prompts.
2. In a paragraph, write a well-developed response in which you describe and analyze how Bradbury develops one of Montag’s conflicts (as demonstrated between pages 63-75).

At the beginning of class, we evaluated two paragraphs from the opposite class period:
Read the two paragraphs provided from another period. 
Identify the required elements of the response. 
Reflect: One praise, one question, one wish.

After sharing out, I introduced the following analysis prompt: 

In a paragraph, write a well-developed response in which you describe and analyze how Bradbury develops one of Montag’s conflicts (as demonstrated between pages 63-75).

Your response to this prompt is due by the time you walk in tomorrow or NO GRADE will be given. It is to be written on a Google Document and submitted in Classroom. The rubric for grading is also available.
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Period 6:
Today in class, you worked on completing your notebook tasks for chapter five. Please copy and paste your notes into the notebook and add to your table of contents.

Tomorrow, you will be preparing/writing an analytical paragraph.

November 5, 2019

Periods 1 and 2:
Text: "Hello, My Name Is..." by Jason Kim
Objective:  Analyze an author’s style.
Success Criteria:  

• I can annotate what the author is saying.
• I can ask questions while reading for meaning. 
• I can identify and analyze literary devices. 

See today's Slides here. If absent, read and follow the directions for first and second read annotations found on Slide 7. Ignore Slides 8-10.

Homework is to complete annotations of the text.

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Periods 3 and 4:
Text: Continuing with pages 63-75 of Fahrenheit 451.
Objective: Analyze Montag's conflict(s).

We began the period with a discuss (at tables) of the following questions:

• How has Beatty’s speech left Montag feeling on p. 64?
• Track Mildred’s suggestions for how to feel better. What does this show about her thoughts on what Beatty said?
• From pp. 65–66, track Montag’s revelations to Mildred. How does she react to this? Why?
• What is Montag begging Mildred to do on pp. 66–67?
• What two things greatly disturb Montag on p. 67?
• What does he decide to do? What does this decision reveal about how his internal conflict is developing?

After looking at some "golden lines," we moved to the Style Analysis Chart (below) that should be in your notes from yesterday.

What is most important about this chart is to: select passages that best reflect Montag's conflict(s), note what Bradbury is doing (craft/style/techniques), and connect back to how that craft helps the reader understand the conflict(s).

This should be completed upon entering the class tomorrow.

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Period 6:

Text: The Pearl, Chapter 5

Objective: Analyze multiple conflicts, track character development

Here is the audio:

Here are the notes for today.

November 4, 2019

Periods 1 and 2:
Text: "An Iraqi Immigrant's Unlikely Role"
Learning outcomes:
I can…
- Describe the common purposes of a text (such as to inform, persuade, entertain).
- Examine how the central idea of a text can indicate an author’s purpose.

We read and discussed the text (linked here) and completed the notes here. 

For the remainder of class, there was time to work on position papers.

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Periods 3 and 4:
Text: Fahrenheit 451 (pages 63-75)
Objective:

1. Analyze how Bradbury develops Montag’s internal conflict.
2. Analyze and explain the significance of the title “The Sieve and the Sand” based on the Denham’s Dentifrice scene.
3. Identify which three things are missing from society according to Faber and explain their importance.

In class, you read the pages in groups using the Reciprocal Teaching Protocol (linked). You are responsible for the reading and notes

 even if you are absent. You should break the text in chunks (3) and play each role in the protocol (predict, clarify, question, summarize) for each chunk. (Do not worry about the style analysis chart on the note page).
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Period 6:
Goals: Understanding connotation and denotation and then applying that knowledge to some excerpts from the story we read yesterday. 

Connotation and Denotation Lesson: 
DICTION refers to the specific word choices that authors make.
Often, authors choose specific words because of their CONNOTATION.
Words can be interpreted in three different ways.

1. DENOTATION - This is the literal, dictionary definition of a word.

2. CONNOTATION (emotional charge) - Every word has a positive, neutral, or negative connotation or association. 

• "Youth" = positive connotation (or association); "Juvenile" = negative connotation; "Adolescent" = neutral connotation.
• "Request" or "Remind" = positive connotation; "Whine" or "Nag" = negative connotation; "Ask" = neutral connotation.
• "Assertive" = positive; "Bossy" = negative; "Dominant" = neutral.
  

3. CONNOTATION (symbolic meaning) - Some words have a secondary figurative or cultural association with them. In this case, the word can take on a whole new meaning.

• Snake: An evil, devious or immoral person.
• Chicken: A coward.
• Pig: A vulgar person or slob.
• Sweet: Cool, awesome or fun.

With your partner: 
Complete THIS GOOGLE FORM to look more closely at some of the language from the story we read yesterday. (It's okay if you didn't finish reading it. There are paragraphs on the form of the parts you really need.)
Absent? You are still responsible for the work. You can do it on your own. 

October 31, 2019

Periods 1 and 2:
Objective: Learn the structure and format of a position paper and begin researching.

Here are the Slides from today. It will be helpful to review.
If you are absent, there are a ton of documents that are posted in the Classroom for JMUN today. We can review everything upon your return.

Most importantly, you should at this point have the first agenda topic you want to write about.

Periods 3 and 4:
Objective: Collaborative analyze a section of Beatty's speech for rhetoric and literary devices.

You will all be writing to respond to the following prompt tomorrow.

Write a well-developed response in which you analyze the persuasive techniques used by Captain Beatty to convey his attitude toward society and convince Montag of his position.

An effective rhetorical analysis:

• Accurately identifies the literary devices (metaphor, simile, imagery, symbolism, personification, etc.), rhetorical devices (repetition, rhetorical questions, anaphora, parallelism, etc.), rhetorical appeals (emotion, logic, credibility), and powerful diction (word choice) used by Captain Beatty.
• Explains how Beatty uses the techniques
• Provides examples of each technique (evidence)
• Explains what makes each technique appropriate/effective for the audience
• Concludes by connecting back to the overall purpose of the speech

Today, you were assigned one of six parts of Beatty's speech. With a group, you analyzed the section considering the literary devices and rhetorical appeals used by Beatty.

In addition, you were asked to consider two new literary terms:
anaphora - a deliberate repetition of specific words or phrases.
parallelism - Repetition of components of a sentence that are alike in sound or meaning

We have just begun to share out the sections, but here are my notes on what people said.

Tomorrow, you will be working together to write a collaborative response to the prompt above.

Period 6:

Complete analytical paragraph from yesterday.