End of term "shut down"

Postings for classwork will resume after finals.

If you are absent for any reason in the last three weeks of the term, arrange to meet with Mrs. Evans for makeup work.

Monday, December 15th

SNOW DAY!
A rarity for us... school was cancelled.

Thursday, December 11th

Today we begin the Ricochet River unit.

1) We checked out books and reading schedule bookmarks were distributed.

2) We discussed choosing a level of reading/comprehension appropriate to your learning and to your goals for future English classes. The three options are:

• Answer questions that address literal and implied meaning (pick this option if you struggle with comprehending or you forget what you read)
• Summarize each chapter, in your own words, as you read (this is the "on-level" option that will help you distinguish between what is important and what details are peripheral). Use the reading guide author Robin Cody web-published to guide you.
• Analyze each chapter, in your own words, as you read, focusing on connections, themes, and symbolism (this is the "challenge" level--choose this if you intend to take College Writing or AP Literature next year to prepare you for this level of discourse). Use the reading guide author Robin Cody web-published to get you started.

Mrs. Evans discussed seven themes that will emerge as we read and discuss this book. The theme handout will help you focus on those themes and will serve as the basis of your thematic essay at the end of the unit.

NOTE: A "wild-to-tame" scale handout was also distributed, although we will not discuss it until we reach chapter 6.

We read and verbally analyzed chapter 1 in class. Chapters 2-3 are homework, along with the questions, summaries or analysis for those chapters (due Monday).

Tuesday, December 9th

Macbeth unit test (35 multiple choice, one short answer on theme and an essay prompt)

This test took the majority of the period (60-75 minutes)

NO HOMEWORK

Monday, December 8th

Quick review/catch-up for students who missed a day last week.

We watched a movie version of Macbeth, Act V and discussed how the social order is restored to Scotland.

TEST TOMORROW! Notes are allowed on the test.

Thursday, December 4th

We completed Act III comprehension questions (literal meaning and interpretation of events or quotes) and discussed them as a class.

We discussed Act IV with a handout, summarizing the act.
Connections were made between Macbeth's temptations and reactions in Acts I-II and his swift descent into personal hysteria and tyranny.

Finally, we discussed the upcoming essay portion of the test--focusing on how Macbeth's private hysteria was, in part, instigated by the witches and comparing his reaction to the mass hysteria exhibited by the villagers in The Crucible when they "discovered" witches practicing amongst them.

Tuesday, December 2nd

We reviewed the Act I comprehension questions as a class. As students double checked their answers, Mrs. Evans showed each student their 12-week grade.

We summarized and discussed Act II, but did not read it. We read Act III in a modern-language translation and stopped to discuss the crumbling of Macbeth's character, marriage and life.

No homework.

Monday, December 1st

After a quick review of important quotes from Act I (see Mrs. Evans for a formative assessment if you were gone), we answered questions about Act I about the events and the implications (Level 1 and 2 questions).

This was an open book assignment. If you were absent, complete this assignment and check with Mrs. Evans.

Macbeth Questions, Act 1
1. What TWO enemies does the kingdom of Scotland face? How are they overcome?
2. What powers do the Three Witches seem to possess? What do they predict will happen to Macbeth and Banquo?
3. What kind of ruler does Duncan appear to be?
4. How do Macbeth and Banquo differ in their reactions to the Witches’ predictions and the news of Macbeth’s new title? What does this say about their characters?
5. How does Macbeth react to Duncan’s naming of his son Malcolm as his heir?
6. After reading her husband’s letter, what does Lady Macbeth say about him?
7. What does Lady Macbeth’s reaction to the news of Duncan’s visit show about her nature?
8. What is ironic, or “off,” about Duncan’s first impression when he arrives at Macbeth’s castle? How SHOULD he feel?
9. Why does Macbeth tell his wife that she should have only male children?

Tuesday, November 25th

(No class Monday: modified schedule due to grade-day inservice and the Thanksgiving holiday, Wed-Fri)

Introduce the following themes (write them on the board):

Ambition
Lust for power
Appearance vs. reality
Temptation
Guilt haunts the evildoer

Tell students to watch for hints of these themes developing in Act I. Help them to pick this out.

Read Macbeth as a class. Begin in Act I, scene 3, line 32 (“A drum, a drum/Macbeth doth come…”) through to the end of Act I.

Stop and explain the text whenever it seems the language was too dense.

Discuss. Some have said that Macbeth and his wife may be the happiest married couple in all of Shakespeare’s plays. Have the students discuss, as a class, why they might have said this, based on the interactions of Macbeth and his wife—how do they treat one another? Who seems to be dominant? How can we infer their emotional state?

No homework.

Thursday, November 20th

Discussion of mass hysteria (for example, The Crucible) versus personal hysteria as psychological phenomena. Tie-in to Macbeth. Briefly discuss why we study Shakespeare every year, even in American Lit (school-wide commitment).

Explain the overview of the unit.

Take Background notes on the format Shakespearean tragedy in general (PowerPoint presentation, link to be added soon).

Read the BBC's "60-second Shakespeare" news "article" on Macbeth as an introduction to the plot. http://www.bbc.co.uk/drama/shakespeare/60secondshakespeare/themes_macbeth.shtml

Students read parts for Act 1, scenes 1, 2 and 3, stopping just before Macbeth enters (line 32).
No homework for the weekend.

Tuesday, November 18th

Essay tests due!

Assignments handed back, time for general questions about grades, etc.
After handing in essays, students responded to the following quote:

"Men, it has been well said, think in herds; it will be seen that they go mad in herds, while they only recover their senses slowly, and one by one!"

From Extraordinary Popular Delusions and the Madness of Crowds, a popular history of popular folly by Charles Mackay, first published in 1841

The responses must include: 1) what the quote means, 2) how this quote could be related to The Crucible, and 3) how it applies or what it means to you, as an individual.

After students write for 20 minutes, each student will share one thought from their response paper. When everyone has shared, we will discuss the phenomena of mass hysteria and what they, as students have learned about hysteria, in general, from this unit.

Students are released to the library to return their copies of the play.

Monday, November 17th

Read aloud the last scene (homework) and discuss the ending of The Crucible.

Final discussion and reminders for the essay test (due tomorrow!!)

Thursday, November 13th

Rough draft due: peer editing and quote check.

Class was divided into two parts: those who have a rough draft and those who did not complete the rough draft. The non-completers wrote a letter of explanation and apology to the teacher while Mrs. Evans explained the peer editing procedures to those who brought drafts to work on. As the students peer edited in a round-robin style, Mrs. Evans worked with the non-completer students on outlining and beginning their papers (45 minutes). The final draft of The Crucible thematic essay is due Tuesday, November 18th (this replaces a unit test, and should reflect your highest level of work).

Read pp. 129-135 of The Crucible in class/discuss.
HW for Monday: pp.135-146.

Monday, November 10th

Review pp. 99-114 of The Crucible and discuss from the HW.

Discuss essay prompts (see below) and find two quotes from Acts I-III that support the theme you will be explaining in your essay. As a class we wrote these quotes on paper on the walls, discussed the relative merits of each quote for that theme.
ESSAY TOPIC LIST coming soon.

Mrs. Evans demonstrated how to "enclose" quotes by 1) introducing the quote with the context (what is going on when this is spoken) and the speaker (remind us who said it), 2) inserting the quote, and 3) explaining what the speaker meant (literal meaning) and what the speaker intended to show (figurative or implied meaning).

We then read and discussed the play pp. 114-129.

Homework: catch up on your reading if you are behind and bring a 1-2 page rough draft of your essay to class on Thursday. (NO CLASS TUESDAY--Veteran's Day)

Thursday, November 6th

Work on essays as a class for 30 minutes: finding quotes and improving commentary/analysis.

Read pp. 99-114 in class. Discuss as we read.
HW for Monday: read pp. 114-129.

Tuesday, November 4th

Election Day!

Act II reading quiz. See Mrs. Evans if you were absent to complete the make-up quiz.

Discuss emerging themes. Begin thematic essays (assigned, due Tuesday, November 18).

Update character notes. Be sure to include the minor characters such as Cheever and Herrick.


Read pp. 83-99 in class/finish for HW.

Persuasive letter HW assigned as well:

Write a PERSUASIVE letter from John Proctor to Abigail begging her to stop the accusations/trial. You must both “convince” Abigail she should stop AND suggest an alternate solution to the trials/Abigail’s desires. Be creative. Stay true to the book—for instance, your solution cannot be that John Proctor decides to “hook up” with Abigail again.

-You can (and should) use your book for information or inspiration.

-Use traditional opening and closing statements (Dear…). -You should have more than one main point.-

-Your letter ought to be close to one full page in length (yes, it is okay to go a little longer).

-Have fun with this assignment, but stay appropriate in your topics and word choice. -

Monday, November 3rd

REMINDER: all makeup work is due by November 25th.

REMINDER #2: Need help? Meet Mrs. Evans in the LIBRARY after school any Wednesday or Thursday from 2:30-3:30pm.

We assigned parts and read pp. 63-76 in class/finishing pp. 77-81 for HW.
(Act II reading quiz on Tuesday!)

Tuesday, October 28th

Reading Quiz #2! See Mrs. Evans to make up this quiz if you were absent.

We discussed literal meaning versus implied meaning in the text--especially paying attention to what characters SAID versus what they MEANT.
Then we assigned parts and read pp. 56-62 in class.

Newspaper writing activity:

Your job is to imagine you are a reporter for the “Puritan Times” newspaper. You have been sent to Salem from Boston to report on the on-going witchcraft trials (Acts 1 and 2 only).

1) Pick a specific character to “feature” in your article. Your options are:

Elizabeth Proctor (her accusation as a witch by Abigail)

Rev. Hale (his role in the trials/his concerns)

Tituba (either as a maligned, innocent victim of racism OR as the instigator of vile witchcraft)

Abigail Williams (as the "chief" accusor and instrument of God in the courtroom)

2) Decide if you want to work alone or with a partner. If you work with a partner, you both get the same grade for the work you do (choose wisely).

3) Your article should accurately represent the facts (as presented in your book), but it can include your opinion, just as real newspaper articles do.

4) While your main focus should be on the written portion—the “news article”—art, cartoons or other visuals are welcome if they are appropriate. “Courtroom sketches,” maps of the “incidents,” etc. are fabulous additions. Your article should be at least three paragraphs long.
1-2 sheets of paper per group can be obtained from the teacher for visuals.

5) Plan your time well and stay on task. This assignment is due in 30 minutes or the end of the period, whichever comes first.

Monday, October 27th

Quiz #1: see Mrs. Evans to make up this quiz over the reading homework.
After the quiz we discussed events from pp. 31-48.
We assigned parts and read pp. 42-48 in class.

HW for Tuesday: pp. 49-55 (reading quiz #2 on Tuesday!)

Thursday, October 23rd

After discussing the similarities and differences between the beginning of The Crucible and the beginning of the movie, "Three Sovereigns for Sarah," students wrote about it:

Students compared/contrasted how the movie portrayed witchcraft beginning vs. Miller's version in a "2-chunk" analysis paragraph. Differences should focus on how the PEOPLE or the EVENTS are portrayed in the movie versus the play.
Paragraphs were due in class. If you were absent, your paragraph is due when you return.

We began reading pp. 31-42 in class --finish for HW by Monday.

Tuesday, October 21st

In class, we assigned parts and read pp. 15-30 of The Crucible, stopping to discuss the relationships between characters and points of interest (historical background or allusions).

We began the character notes. Papers should be titled “Crucible Character Notes.”

1- Write down every character from the list at the front of the play, skipping at least 5 lines in between characters.

2- BEFORE you write anything else, go back through pp. 3-14 to remind yourself which characters have been introduced so far.

3-List physical, mental or emotional characteristics, as well as actions of the characters we have read about so far.

Monday, October 20th

We checked out Arthur Miller's The Crucible from the library. Some students will need to check back tomorrow for copies--another class still has not returned them. We will share for a few days if necessary.

In class, we assigned parts and read pp. 3-14. No homework assigned.

Thursday, October 16th

We continued our viewing of "Three Sovereigns for Sarah" up to just before the hanging of the condemned "witches." We then discussed the movie, focusing on how witchcraft is portrayed. Pay attention to the Putnam family and the "power struggles" between families.

Tuesday, October 14th

Connect American witchcraft to earlier occult beliefs and persecutions in Europe by reading sections from Wonders of the Invisible World by Cotton Mather (see Mrs. Evans for a copy).


Begin "3 Sovereigns for Sarah," paying close attention to how the witchcraft accusations began.

(Video link below)
--not currently working, see Mrs. Evans for a copy.

Monday, October 13th

THIS MARKS THE BEGINNING OF THE SECOND SIX-WEEKS GRADING PERIOD.

Read "The Examination of Sarah Good, 1692" from the text and discuss in class.

To make up this assignment, read the text: http://www.the-night.net/witches/good.htm, then write a paragraph explaining what kinds of questions were asked of Sarah Good. Decide whether Sarah Good had a fair trial or not (justify your answer from the text).