Friday, August 30, 2013

It's Friday, the 13th day of school!

Happy day 13 !

Today, we will finish up with the activities that we did not finish yesterday. We will watch several short video clips about Arthur Miller, Edward R. Murrow, and the McCarthy Era.

After we have finished the videos, we will discuss the answers to the questions I gave you.

If we have time after that, we will begin to watch The Crucible. 

Thursday, August 29, 2013

Day 12 !

If you haven't been tuning into class the last few days, we've been MAP testing...and fighting with technology while we've been trying to test.

Today, we will start by finally finishing up our activity with "Half Hanged Mary", unless you're a member of the 1st hour class, that is! If you are in 1st hour, you will start with your commonly confused words for the week! Yay! If you're in the other classes, we'll begin with the poem.

After we've finished that, we'll begin to talk about the next part of our Puritan unit, The Crucible. This movie was originally written as a play by Arthur Miller. He intended the play to be an allegory for McCarthyism that took place in the United States during the early 1950s. The Crucible does a great job of highlighting the intolerance that took place during the Salem Witch Trials, and later again during McCarthyism.

Before we start the film, we'll take a look at a few film clips about McCarthyism and Arthur Miller's motivation to write the play.

"We will not walk in fear..."
Murrow vs. McCarthy
Millery Day-Lewis Conversation

As we watch the film clips, answer the questions provided for you.

Tomorrow, we will begin watching the film!

Happy Thursday!

Monday, August 26, 2013

Day 9! Happy Monday!

Okay, we are scheduled to take MAP tests today, but so far they have not been working. So, we will proceed with our work with "Half-Hanged Mary" and Commonly Confused Words.

We will start with our Commonly Confused Words for the day.

Then, you will get time to work with your groups to complete the steps you started on Friday.

Our Commonly Confused Words for this week are:

Commonly Confused Words:

1. farther, further

farther (adv)- at or to a greater distance (used to refer to measurable distance)     
example: Texas is farther west that Louisiana.

further (adj or adv)- greater in time, degree, or extent; additionally    
 example: Frankly, I have no further interest in arguing with you over such trivia.     
example: The further you go in the study of psychology, the more fascinating it becomes.

1. The company has suspended (farther, further) negotiations for the contract
2. The evidence was extensive and offered (farther, further) proof of the defendant's guilt.
3. I rode my bicycle (farther, further) down the road than Maggie did.
4. Hawaii is (farther, further) away than Alaska is.
5. There is no question we need (farther, further) review to be ready for the exam.

2. hang, hanged, hung

hang (vb)- to fasten above with no support from below; to suspend; to attach to a wall; to suspend by the neck until dead.

Hang has two past forms and two different past participle forms, hang, hanged, hung and hang, hung, hung.  Hanged is used exclusively in the sense of causing death. Therefore, do not use hung when referring to capital punishment or suicide.   

example: The four pictures were hung along the stairway leading to the balcony.  
example: In some states, prisoners are hanged for capital offenses.

The prisoner was schedule to be (hanged, hung) at dawn. Just before dawn, the warden received an important call from the prisoner's lawyer. He told the warden that Judge Clements was trying to stop the inmate from being (hanged, hung).  Before he (hanged, hung) up, the lawyer told the warden to expect a call from the governor. The warden (hanged, hung) his badge on his shirt and proceeded to the gallows area to wait The prisoner, head (hanged, hung) low, entered. Suddenly, the phone rang. After the warden (hanged, hung) up, he announced a stay of execution had been granted. The prisoner would not be (hanged, hung).

3. its, it's

its (pronoun)- owned by; belonging to   example: A horse uses its tail to swat flies and other insects.
it's- contraction of it is     
example: I don't want to go into any more detail about your birthday present; it's a secret.

1. The camel stores water in (its, it's) body for weeks, requiring less fluid than most animals.
2. (Its, It's) clear that the answer to the problem is quite complex.
3. One can easily identify the lilac because of (its, it's) distinctive odor.
4. (Its, It's) interesting how the male pheasant shows off (its, it's) plumage by fanning (its, it's) tail feathers.

Friday, August 23, 2013

Day 8. It's FRIDAY!

Don't start singing, but it is Friday.

So, today, we'll have some fun. My definition of fun. :)

We'll start by turning in your RAFTS assignment from yesterday. I can't wait to read them!

I have decided that I have had enough of the "good" side of the Puritans. Now, I want to talk about the not so pretty side of them. Today we are going to read a poem called "Half Hanged Mary". I will let you guess what it is about.

You will read this poem in groups. Don't worry, I'll pick them for you today. :D As you read, complete the following:

-Highlight examples of figurative language (similes, metaphors, personification)- 5 or more
-Underline words/ phrases that reveal what kind of person she was prior to her hanging--5 or more
-STAR lines of the poem that affect you-- 4 or more and explain why
-Record any connections/ thoughts off to the side
-Other types of annotations: characterization, thematic development, symbolism, motifs, foreshadowing, point of view, how the ending appropriately concludes the work.

Once you have finished annotating with your group, go back through and answer the questions 1-18.

If we get time, we will go through the poem together and talk about how Margaret Atwood and Anne Bradstreet are similar and different.

Can't wait for today!! See you soon!

Thursday, August 22, 2013

On the 7th day...

Happy Thursday, y'all! Yee haw.

We are almost through the week! Yippee!

Today we will talk about the other two Anne Bradstreet poems that you were to read for class. We will go through and check for understanding, and talk about how you answered the question for each.

When we are done, we are going to take a break from reading. (This is where you say, "Yay!") We'll take some time to do some WRITING! (Express your joy here, as well).

You will have the rest of class to work on a RAFTS (Role, Audience, Format, Topic, Strong Verb) writing exercise. Use the prompt below, and be sure to meet all the requirements!

From the perspective of your Puritan self, draft a journal entry that details your reaction after having read some of your friend's (Anne Bradstreet) poetry. How do you feel about the things she talks about? Is she a good example of a woman? Do you ever experience the same emotions? Be creative, and use facts from the poems! Also, be sure to include three of our commonly confused words!
Audience= yourself since it is a journal entry

This will be due at the beginning of class tomorrow. 

Wednesday, August 21, 2013

Day 6! 174 to go!


Congratulations on making it to day 6!!!

Today, we get to spend a little more time with the lovely Anne Bradstreet (holla!). You will partner up with someone you did NOT work with yesterday, and together, you will discuss your TWIST steps. I want you to focus on the W step. What did the poem mean to you? Talk about any differences in interpretation, and see if your understanding changes at all. 

Also talk about your answers to the questions that were posted on the blog. 

THEN, we will talk about it as a group. I know you're all SUPER EXCITED about that! 

After THAT, you'll take a look at two other Bradstreet poems. Don't worry, they are a little shorter to read. TWIST through each poem (see yesterday's post for the steps, OR write them down somewhere), and then answer this questions for each poem. 

1. What is the topic of the poem? Does the topic reflect "good" Puritan values? Why or why not? Be specific and USE EXAMPLES from the poem!


Tuesday, August 20, 2013

Upon the Burning of Our House- Day 5


 Today we will pick up where we left off. We will start with information about our first author, Anne Bradstreet. Whoop WHOOP! Then, we will take a look at some of her work.

After we complete our discussion of Anne Bradstreet today, read her poem "Upon the Burning of Our House", and follow the steps of TWIST. 

T= Title Read the title and stop. Predict what the poem will be about. Consider connotations of the wording. 

W= What is it about? Paraphrase each LINE of the poem. Tell it in your own words

I= Imagery Look for any imagery, symbolism, metaphors, similes, personifications, irony, understatement, allusions, the tone shift, poet's attitude toward the subject, etc. These will help you understand the poem

S= Structure Look for tone shift, punctuation, stanza division, layout of poem, capitalized words. Discuss how these elements relate to the meaning of the poem

T= Theme Look at the title again from an interpretive level. Do you see anything new? What is the subject of the poem? Then determine what the poet is saying about each of the subjects which is your theme. 

Then, reflect and answer these questions on your poem sheet: 

1. Is Bradstreet demonstrating the morals and values of a "good" Puritan woman? Why or why not?

2. Throughout the poem, Bradstreet seems to struggle with her sorrow for losing her house. Why is she struggling with this, and how does she feel at the end of the poem?

Monday, August 19, 2013

Day 4!

Happy Monday!

4 days down 176 to go!

Today we will start working with Commonly Confused Words! Yay!!

We will take some time to practice that, and then we will go over the information that you found on Friday about the Puritans. As we go through the questions, I will have you take notes so that you have correct information.

We will also start talking about our first author, Anne Bradstreet! I know you are all so excited!

Commonly Confused Words Practice: 

as, like


as (conj)- in or to the same degree; in the same manner
      ex. Jesse won the big race just as he had done the year before.

like (prep)- similar to, in the manner of (introduces a prepositional phrase)
       ex. You know, you look just like your mother.

hint- use "like" when no verb follows, use "as" when a verb follows

1. Don't do what I do; do (as, like) I say.
2. The crowd applauded and screamed loudly (as, like) hometown fans usually do.
3. The audience swooned in unison (as, like) a chorus at Ali's portrayal of the dying swan.
4. (As, Like) I said, not many people appreciate your crude remarks.

fewer, less


fewer (adj)- a smaller number (refers to things that can be counted)
     ex. There are fewer people smoking cigarettes today than there were ten years ago.

less (adj)- smaller in size amount or degree; not so large, great, or much (refers to things that cannot be counted)

1. Write four complete sentences. Two sentences should contain "fewer", and the other two should contain "less".

set, sit


set (vb)- to put something from one place to another; to fix the value of at a certain amount or rate; to pass below the horizon; to assume a rigid state

    ex. Phyllis set the dish on the table and left the room.

sit (vb)- to be seated; to be located or situated; to remain quiet or inactive
     ex. Please sit at the table.

1. Vera (set, sit) the lamp on the table nearest the French doors.
2. Belinda and Lily (set, sat) patiently, waiting for the secretary to call their names.
3. Once you (set, sit) down, we can begin the class.
4. Carl (set, sit) his alarm clock before he went to sleep.
5. (Set, Sit) the plant nearer to the window so it will get some natural light.

Friday, August 16, 2013

Day 3!

Happy Friday!

You are almost done with your first half week of the year!

Today we will finish going over the answers to the MAP practice tests we took yesterday.

After that, we will begin our work with the Puritans. We'll talk a little about what you remember about the Puritans and their culture, and then you will do some research about them. I will give you these guided research questions to help you figure out what you should know.

If we get time, we will go over the information you found.

Then, it will be time to go, and you can enjoy your weekend!

Thursday, August 15, 2013

Thursday, August 15!

And we're to day 2!

As I mentioned yesterday, today we will be taking a look at your semester essays from the end of last year. You will spend some time re-reading what you wrote so that you can get a closer look at your writing. After you have read your essay and the comments that Mrs. J made on it, I will have you complete a short written reflection about your writing skills. This reflection will help me get a better idea of where you think you stand with your writing, and what you aim to accomplish before you leave class this year.

THEN, we will take some time to prepare for MAP testing next week! Woo hoo! I know you're all super stoked about that. I've got a brief practice test for you to take, and if we get time at the end of class we will go through the answers to see how you did!


Wednesday, August 14, 2013

Wednesday, August 14...FIRST DAY OF SCHOOL!

Welcome back to school! I hope you all had great summers and that you are excited to be back to classes! I am so pumped to see you in class today!

Today, we'll just take care of some basic house keeping things. It's going to be super entertaining!
We'll talk about the class syllabus and expectations, our class blog, and then we'll spend some time getting to know each other!

See you soon!