10H
Art Replication Project Introduction
10
Day of the Dead clips and response. Read Typhoid Fever on pg. 485 in the text. Focus on questions #5-6 on pg. 493
Monday, October 31, 2016
Thursday, October 27, 2016
Vocab/Essay all classes yesterday and today.
New initiative for getting caught up on old makeup work: If it's been so long since we covered material in class, I will work with you to come up with an alternative assignment, but you have to decide which option (take the old one as is, or the new replacement) you are going to take and initiate the plan.
New initiative for getting caught up on old makeup work: If it's been so long since we covered material in class, I will work with you to come up with an alternative assignment, but you have to decide which option (take the old one as is, or the new replacement) you are going to take and initiate the plan.
Tuesday, October 25, 2016
10H
Wordwright #1 Review.
Answer/prewrite the following for the Vocab Essay this week: The "Lord Jim" passage from Wordwright 1 basically describes two versions of the same scenario---first at a calm, ideal moment and then during the onset of a hurricane. Choose something from your own experience and describe it from two contrasting perspectives---first on a "still" day, and then during a "storm."
Vocab/Essay #5 this week. The "Lord Jim" question above will not be the entire prompt, but it will be directly connected.
10
Finish individual conferences. Essay prompt on vocab this week will be about multiple perspectives on the same person/situation as related to the GC post.
10
Finish individual conferences. Essay prompt on vocab this week will be about multiple perspectives on the same person/situation as related to the GC post.
Monday 10/24
10H
Ice Storm presentations
10
Student Conferences
GC response
Monday, October 17, 2016
All
Schedule updates:
10/18: Wordwright
10/19: PSAT in your seminar from 7:40-11:15, then lunch, then hours 5 and 7 for 75 minutes
10/20: Hours 1,2,3,4,6 for 75 minutes
10/21: No school
New Vocabulary: charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific
10H: Ice Storm projects need to be ready by Monday, Oct. 24
Schedule updates:
10/18: Wordwright
10/19: PSAT in your seminar from 7:40-11:15, then lunch, then hours 5 and 7 for 75 minutes
10/20: Hours 1,2,3,4,6 for 75 minutes
10/21: No school
New Vocabulary: charlatan, corroborate, disseminate, diverge, dormant, hoist, illicit, irrevocable, precipitate, prolific
10H: Ice Storm projects need to be ready by Monday, Oct. 24
Wednesday, October 12, 2016
Monday, October 10, 2016
10H
Questions for consideration for Ice Storm project:
What Happened During the Ice Storm
Jim Heynen
-List 3 examples of imagery from the story, why might they be important? How does the imagery contribute to the mood?
-Who are the characters in the story? List some examples of characterization, both direct and indirect, for each character?
-What is the choice that the boys must make? What is a similar type of choice that we all have to make at some point?
-What is significant about the fact that the boys go without “anything but themselves.”
-If you could place an overall message, or “theme” on this story, what would it be and why?
-Do you feel that the boys’ reaction is realistic, or not? Explain your feelings and why they acted the way they did.
Wordwright explanation and practice. Question deconstruction.
10
Wordwright explanation and practice. Question deconstruction.
VOCAB/ESSAY #4 is Wed/Thurs this week as usual.
Questions for consideration for Ice Storm project:
What Happened During the Ice Storm
Jim Heynen
-List 3 examples of imagery from the story, why might they be important? How does the imagery contribute to the mood?
-Who are the characters in the story? List some examples of characterization, both direct and indirect, for each character?
-What is the choice that the boys must make? What is a similar type of choice that we all have to make at some point?
-What is significant about the fact that the boys go without “anything but themselves.”
-If you could place an overall message, or “theme” on this story, what would it be and why?
-Do you feel that the boys’ reaction is realistic, or not? Explain your feelings and why they acted the way they did.
Wordwright explanation and practice. Question deconstruction.
10
Wordwright explanation and practice. Question deconstruction.
VOCAB/ESSAY #4 is Wed/Thurs this week as usual.
Friday, October 7, 2016
10H
Ice Storm Presentation Rubric:
Illustrate Major Literary Components: _____/20
I am able to identify key literary elements of “Ice Storm” based on your group’s presentation
I am able to comprehend your group’s interpretation of these components
The overall theme and its delivery are cohesive in your presentation; the delivery fits the story
Illustrate a clear understanding of the author’s purpose/lesson/message_______/20
There is a narrative quality to your “retelling” of the story
The lesson/message/purpose is thoughtfully, faithfully, and clearly conveyed in your interpretation
Presentation is clearly organized in a way that allows multiple elements of the story to be interpreted
Construct a clear, well executed “alter-narrative” of WHDTIS______/20
The delivery method and its components are appropriate to the content of the story
The final project is polished and well composed. It is a finished product.
The overall impression given is a clear reflection of the story but also conveys unique/original perspective
Ice Storm Presentation Rubric:
Illustrate Major Literary Components: _____/20
I am able to identify key literary elements of “Ice Storm” based on your group’s presentation
I am able to comprehend your group’s interpretation of these components
The overall theme and its delivery are cohesive in your presentation; the delivery fits the story
Illustrate a clear understanding of the author’s purpose/lesson/message_______/20
There is a narrative quality to your “retelling” of the story
The lesson/message/purpose is thoughtfully, faithfully, and clearly conveyed in your interpretation
Presentation is clearly organized in a way that allows multiple elements of the story to be interpreted
Construct a clear, well executed “alter-narrative” of WHDTIS______/20
The delivery method and its components are appropriate to the content of the story
The final project is polished and well composed. It is a finished product.
The overall impression given is a clear reflection of the story but also conveys unique/original perspective
You will also be asked to fill out a "Statement of Intent" in which you tell me what your goal for each of the three categories is.
1.What are the key literary elements and how did you interpret them?
2.What is the overall message/lesson/purpose and how did you intend to show it?
3.Why did you choose the medium of delivery that you used and how did it enhance the original story?
Wednesday, October 5, 2016
10H
"Stranger Things" from a literary perspective.
G-Classroom response: Inhibiting Genuine Thinking
"What Happened During the Ice Storm" group work/project Day 1
Project Goals:
- Illustrate major literary/narrative components of the story in your presentation.
- Show a clear understanding of the author's purpose and convey that "lesson" to the audience through your own interpretation.
- Construct a coherent "alter-narrative" that blends your group's interpretation of the story and its values with the author's likely intent.
Vocabulary 4 (see below)
10
G-Class response
Vocabulary 4
F451 Final Prep
VOCABULARY LESSON 4
1. berate
2. estrange
3. euphoric
4. impetuous
5. infallible
6. maudlin
7. regress
8. relinquish
9. ubiquitous
10. zenith
"Stranger Things" from a literary perspective.
G-Classroom response: Inhibiting Genuine Thinking
"What Happened During the Ice Storm" group work/project Day 1
Project Goals:
- Illustrate major literary/narrative components of the story in your presentation.
- Show a clear understanding of the author's purpose and convey that "lesson" to the audience through your own interpretation.
- Construct a coherent "alter-narrative" that blends your group's interpretation of the story and its values with the author's likely intent.
Vocabulary 4 (see below)
10
G-Class response
Vocabulary 4
F451 Final Prep
VOCABULARY LESSON 4
1. berate
2. estrange
3. euphoric
4. impetuous
5. infallible
6. maudlin
7. regress
8. relinquish
9. ubiquitous
10. zenith
Tuesday, October 4, 2016
How clear expectations inhibit actual learning is an issue I have dealt with for a long time. This article sums it up pretty well.
10H
Practice ACT English and Reading. Link on GC. We will go through some examples and talk about question breakdown this week.
10H
Practice ACT English and Reading. Link on GC. We will go through some examples and talk about question breakdown this week.
Monday, October 3, 2016
Fahrenheit Study Questions pg. 48-70 approximately:
What revelation about life does Montag have when he sees the woman intentionally set herself on fire?
Ironically, what is Mildred’s reaction to Montag’s wish to discuss the woman?
When Beatty comes to check up on Montag, he has both a literal/direct message about being a fireman and an implied/indirect message more specific to Montag. Identify each.
Where is the stolen book hidden as Montag listens to Beatty speak and who discovers it?
What is the “beetle” and what does Mildred enjoy doing in it when she feels bothered like Montag is feeling? What does this illustrate and reinforce about Mildred?
Why does Montag feel it is necessary to not only admit to reading and show Mildred his books, but also to read to her?
What effect does Clarisse continue to have on Montag, even after her death?
Why is it significant that Bradbury has Clarisse die so early in the book?
According to Clarisse’s uncle, why are there no more front porches, or gardens, or rocking chairs?
What happens when you put sand in a sieve?
Why does Montag think of the old man in the park? (Faber)
What problem does Montag have regarding which book to turn in to Beatty?
What book does Montag decide to turn in to Beatty? What does he swear to do before he turns it in?
According to Faber, how has religion changed?
How does Faber see himself? Montag?
Why is Montag unafraid of the risk of stealing more books?
Describe the plan Montag and Faber come up with.
What approaching disaster is Faber counting on to give the intellectuals a chance to be heard?
What is the verse that Montag is reading on the subway about?
How did Montag stop the noise of the TV and the women?
What did Mrs. Phelps say about her husband going off to war?
How does Mrs. Phelps feel about having children? What about Mrs. Bowles?
How do the women decide who is going to be president?
How did Beatty describe Clarisse?
What did Mildred regret losing in the fire?
Who turned in the alarms on Montag?
What did Beatty discover when he hit Montag?
How did Montag’s leg become “a numbness in a numbness hollowed into a numbness”?
What happens to Beatty and the hound? Be specific. What happens to them exactly. (They died doesn’t count)
What two announcements did Montag hear on the seashell radio?
What happened to Montag when he tried to cross the 10-lane highway?
What new “game” did the police invent that involved the citizens while chasing Montag?
Explain what happens to the city. What foreknowledge made this ending not as surprising?
How did Montag imagine Mildred as she died?
Why didn’t Faber die? Where was he?
What incredible thing did the men see from the woods?
What did the fate of the city make Montag think of?
To what image do Granger and Montag compare the city? We have talked about this in class before.
What is Bradbury’s opinion of pressure on writers?
What revelation about life does Montag have when he sees the woman intentionally set herself on fire?
Ironically, what is Mildred’s reaction to Montag’s wish to discuss the woman?
When Beatty comes to check up on Montag, he has both a literal/direct message about being a fireman and an implied/indirect message more specific to Montag. Identify each.
Where is the stolen book hidden as Montag listens to Beatty speak and who discovers it?
What is the “beetle” and what does Mildred enjoy doing in it when she feels bothered like Montag is feeling? What does this illustrate and reinforce about Mildred?
Why does Montag feel it is necessary to not only admit to reading and show Mildred his books, but also to read to her?
What effect does Clarisse continue to have on Montag, even after her death?
Why is it significant that Bradbury has Clarisse die so early in the book?
According to Clarisse’s uncle, why are there no more front porches, or gardens, or rocking chairs?
Pgs. 70-110 approximately:
Why does Montag think of the old man in the park? (Faber)
What problem does Montag have regarding which book to turn in to Beatty?
What book does Montag decide to turn in to Beatty? What does he swear to do before he turns it in?
According to Faber, how has religion changed?
How does Faber see himself? Montag?
Why is Montag unafraid of the risk of stealing more books?
Describe the plan Montag and Faber come up with.
What approaching disaster is Faber counting on to give the intellectuals a chance to be heard?
What is the verse that Montag is reading on the subway about?
What did Mrs. Phelps say about her husband going off to war?
How does Mrs. Phelps feel about having children? What about Mrs. Bowles?
How do the women decide who is going to be president?
How did Mildred deal with her feelings after the ladies left?
What bothered Montag about his hands?
What is the shocking conclusion to “The Sieve and the Sand?”
What is the title of the poem Montag reads?
What bothered Montag about his hands?
What is the shocking conclusion to “The Sieve and the Sand?”
What is the title of the poem Montag reads?
110-135
What did Mildred regret losing in the fire?
Who turned in the alarms on Montag?
What did Beatty discover when he hit Montag?
How did Montag’s leg become “a numbness in a numbness hollowed into a numbness”?
What happens to Beatty and the hound? Be specific. What happens to them exactly. (They died doesn’t count)
What two announcements did Montag hear on the seashell radio?
What happened to Montag when he tried to cross the 10-lane highway?
135-157
Where is Faber going on the 5 A.M. bus?
What things does Montag think about as he drifted down the river?
What frightened Montag when he finally arrived on land?
What thought did Montag have as he walked on the railroad track that brought him some unexplainable comfort?
What did Granger give to Montag to help throw off the hound?
Explain how the chase for Montag ended.
What thought did Montag have as he walked on the railroad track that brought him some unexplainable comfort?
What did Granger give to Montag to help throw off the hound?
Explain how the chase for Montag ended.
Final Section:
What one thing were the men in the woods sure of?
Explain what happens to the city. What foreknowledge made this ending not as surprising?
How did Montag imagine Mildred as she died?
Why didn’t Faber die? Where was he?
What incredible thing did the men see from the woods?
What did the fate of the city make Montag think of?
To what image do Granger and Montag compare the city? We have talked about this in class before.
What is Bradbury’s opinion of pressure on writers?
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