English 10 Tuesday, April 29, 2014 Do-Now: Silent Reading SWBAT: Determine both what the text says explicitly and what can be inferred logically from the text; Support or challenge assertions about the text by citing evidence in the text explicitly and accurately; Delineate the main ideas or themes in the text and the details that elaborate and support them. English 10 Tuesday, April 29, 2014 Do-Now: Silent Reading Journal prompt: How do traumatic events in childhood shape one’s coming of age? “The Fury of Overshoes” analysis; “A Rose for Emily” intro. HW: Define “A Rose for Emily” vocabulary and create an authentic sentence for each term.

While we re-read the poem, underline instances of: coldness; hardness; darkness; sadness; yearning. In your journals: 1. Locate possible themes of the poem; 2. Cite and explain one hidden message; 3. Explain “overshoes” as a symbol.

English 10 Wednesday, April 30, 2014 SWBAT: Learn and apply new vocabulary; Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact. English 10 Wednesday, April 30, 2014 Do-Now: Silent Reading “The Fury of Overshoes” analysis continued; “A Rose for Emily” intro; “A Rose for Emily” analysis. HW: If you have not finished your journal entry in class, you must do so for homework.

Write down one adjective or phrase to describe the American South or people from the South. Write down one adjective or phrase to describe the word “gothic.”

William Faulkner 1897-1962 From Oxford, Mississippi Created and wrote about fictional families in the American South Great theme: South as a microcosm (little world) Southern Gothic subgenre: includes deeply flawed, disturbing or eccentric characters; highlights the decay of southern aristocracy. Says of South, “Well, I love it and I hate it.”

American South is a microcosm for the universal themes of time, the passions of the human heart, and the destruction of the wilderness.

Journal Entry: What will “A Rose for Emily be about Journal Entry: What will “A Rose for Emily be about? Create a one-paragraph synopsis/story. Journal entries will be graded on their creativity and effort.

SWBAT: Learn and apply new vocabulary; Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact. English 10 Thursday, May 1, 2014 Do-Now: Hand in your sentences and journals into the inbox; Arrange yourselves evenly into 5 groups; Brainstorm: What is your favorite scary movie? “A Rose for Emily” group activity. HW: If you have not finished your journal entry in class, you must do so for homework.

Elements of gothic literature/movies: dark, gloomy, grotesque, mysterious. Elements of southern gothic literature: includes deeply flawed, disturbing or eccentric characters; highlights the decay of southern aristocracy.

Exit ticket: How/why is this a coming of age story Exit ticket: How/why is this a coming of age story? Who or what is coming of age in “A Rose for Emily,” and why? (Think decay of southern aristocracy). *to be handed in and graded

SWBAT: Determine what is meant by words and phrases in context; Determine both what the text says explicitly and what can be inferred logically from the text; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact; Analyze how theme works to shape a text. English 10 Thursday, May 1, 2014 Do-Now: Have your journals from this week out on your desks; -I pass around a card for Ms. Ansbach, please sign it and tell her how much you miss her! “A Rose for Emily” explained. HW: Have a great weekend!

SWBAT: Write critically about literature studied; Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. English 10 Monday, May 5, 2014 Do-Now: Clear your desks of everything but your book and a pen/pencil. -Last minute questions? Book letter. HW: None

Full heading: Name Date Class Period Book you are reading Prompt (Fiction, Nonfiction, did not read). Standard for theme: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. All letters must include specific evidence. Not just generalizations, but hard details. **Must document using quotes and page numbers. Must produce essay that discusses the work as a whole. If not, your essay will not be passing!

Period 3/4 and 5/6 Fiction Prompt: Trace the development of a main character throughout the book. Include three key decisions the character makes and how these decisions shape the theme.

Period 8/9 and 10/11 Fiction Prompt: Choose a theme from the book Period 8/9 and 10/11 Fiction Prompt: Choose a theme from the book. Explain how it emerges, and then how three key events in the plot shape it. Ultimately, what about the ending of the book reinforces that this is what the author wants you to know about the theme. How do you know this?

Period 12/13 Fiction Prompt: Trace the development of a theme from the book through several key decisions the characters make. How do those characters shape the theme? Include in your discussion how the resolution of the plot and the outcomes for the main characters underscore this theme overall.

All periods non-fiction prompt: Explain how the book is organized All periods non-fiction prompt: Explain how the book is organized. What text features (charts, pictures, illustrations, subheadings, etc.) help the author guide you through the development of the ideas? Why did the author choose to organize it this way? What is another way to organize this book? *Ultimately, what does the author want you to believe about this subject?*

Didn’t read. What book did you start. How far did you get in it Didn’t read? What book did you start? How far did you get in it? Why didn’t you choose to finish? What will you do to fix this for next time?

English 10 Tuesday, May 6, 2014 Do-Now: Silent reading SWBAT: Synthesize information through note taking; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact. English 10 Tuesday, May 6, 2014 Do-Now: Silent reading “A Rose for Emily” to end; “Overshoes” assignment explanation; Transcendentalism notes HW: Read and annotate the excerpt of “Nature” by Ralph Waldo Emerson (219-221). Be prepared for a reading quiz tomorrow; “Overshoes” poem due Friday.

“The Fury of Overshoes” written by you Use “Overshoes” as a mentor text; write a poem that answers the following questions: What will mark that you have come of age? From your perspective now, what do adults do all day? What hidden message is present in your life? (must include an analogy similar to Sexton’s “wolf” analogy). Due Friday, May 9th

Overshoes Brainstorm How will you cover question #1? (your coming of age) How will you cover question #2? (What do adults do all day) What will your secret message and its analogy be?

Transcendentalism American literary and philosophical movement of the 1820s-30s Believed that each person must find his/her own “original relation to the universe” (Emerson) In response to Age of Reason: everything is knowable through logic and science (Paine, Jefferson, Franklin) Transcendentalists and Romantics believe in intuition over logic Self-reliance and individualism Man must go back to nature to find individuality.

Individual vs. Conformity Journal: (5/6) Answer the following questions: What does it mean to be an individual? What does it mean to conform to society?

English 10 Wednesday, May 7, 2014 Do-Now: Silent reading SWBAT: Work cooperatively in order to extract information from text, including theme and literary elements; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact. English 10 Wednesday, May 7, 2014 Do-Now: Silent reading “Nature” reading quiz; “Nature” group activity HW: “Overshoes” poem due Friday.

English 10 Thursday, May 8, 2014 Do-Now: Silent reading SWBAT: Work cooperatively to extract information from the text, including theme and literary elements; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact; Synthesize information through note taking. English 10 Thursday, May 8, 2014 Do-Now: Silent reading “Nature” group activity continued; Transcendentalism notes continued. HW: “Overshoes” poem due TOMORROW! -Read and annotate excerpt from “Self-Reliance.”

Exit Ticket: “Transcendentalism” refers to the idea that in determining the ultimate reality of God, the universe, the self, and other important matters, one must transcend, or go beyond , everyday human experience in the physical world. Intuition is an important tool for discovering truth. Connect “Nature” to transcendentalism

SWBAT: Work cooperatively to extract information from the text, including theme and literary elements; Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact; Synthesize information through note taking. English 10 Friday, May 9, 2014 Do-Now: Put your “Overshoes” poems into the inbox; Silent reading. Transcendentalism notes continued; Self-Reliance analysis. HW: Read! Book letter next Friday, 5/16; If you have not finished the Self-Reliance worksheet in class, you must do so for homework. Have a great weekend! 

Transcendentalism notes cont. Emerson was the most well-known transcendentalist. He believed in the power of the individual. Emerson argued for an America free from European bondage and for a rebirth of an intellectual and artistic life that was bound up with the life of the spirit. Emerson inspired others to look into themselves, into nature, into art, and through work for answers to life's most perplexing questions. “Transcendentalism” refers to the idea that in determining the ultimate reality of God, the universe, the self, and other important matters, one must transcend, or go beyond , everyday human experience in the physical world. Intuition is an important tool for discovering truth. Transcend = go beyond. Transcendentalism = go beyond everyday human experience in the physical world in order to find one’s true self.

Intuition: our capacity to know things spontaneously and immediately through emotions rather than through reasoning abilities; learning directly without conscious reasoning. Transcendentalists had an optimistic outlook on life. Believed that if you discover God within you, your lives will partake of the grandeur of the universe. Optimistic writers of this time are known as Romantics (Emerson, Thoreau).

5/9 Journal: Cite and explain two aphorisms that appear in the text; Cite and explain one example of imagery that appears in the text; What does the text state concerning society? (Cite and explain). What does the text state concerning mankind? What should we as Americans do/strive for? (Cite and explain).

In your own words, what is transcendentalism? Exit Quiz In your own words, what is transcendentalism?

English 10 Monday, May 12, 2014 Do-Now: Silent reading. Thoreau notes; SWBAT: Synthesize information through note taking; Work cooperatively to analyze how specific details and larger portions of the text contribute to the meaning of the text; Analyze how specific word choices shape the meaning and tone of the text. English 10 Monday, May 12, 2014 Do-Now: Silent reading. Thoreau notes; Walden excerpt HW: Read! Book letter Friday, 5/16; If you have not finished the reading guide in class, you must do so for homework.

Plot the following elements on your timeline: American Revolution; 2014; Civil War; TKAM; “A Rose for Emily”; Transcendentailsm.

Henry David Thoreau 1817-1862 Friend of Emerson (Nature; Self-Reliance) Moved to Walden Pond (Concord, MA) to “meet the vital facts of life.” Walden was two miles from town; lived on Emerson’s land Refused to pay taxes due to his disagreement of American customs (Mexican War; Fugitive Slave Act) Helped fugitive slaves escape to Canada Essay “Resistance to Civil Government” inspired the passive resistance later used by Gandhi and MLK

SWBAT: Work cooperatively to analyze how specific details and larger portions of the text contribute to the meaning of the text; Analyze how specific word choices shape the meaning and tone of the text; Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge. English 10 Tuesday, May 13, 2014 Do-Now: Get into your groups from last week; Put your homework from last night into the inbox; Silent reading. Walden Group Activity HW: Read! Book letter Friday, 5/16

English 10 Wednesday, May 14, 2014 Do-Now: Get into your groups; SWBAT: Work cooperatively to analyze how specific details and larger portions of the text contribute to the meaning of the text; Analyze how specific word choices shape the meaning and tone of the text; Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge. English 10 Wednesday, May 14, 2014 Do-Now: Get into your groups; Have you ever been camping? Silent reading. Walden Group Activity cont. HW: Read! Book letter Friday, 5/16; Read and annotate Dark Romantic poems by tomorrow.

Hawthorne, Poe, Melville Dark Romanticism Hawthorne, Poe, Melville -Dark Romantics opposed the perfectionist beliefs of the transcendentalists; wrote about downfalls of human existence, conscience, and society as a whole. Had negative outlook on life. -Nathaniel Hawthorne (1804-1864) -Attempted the utopian lifestyle experiment at Brook Farm, MA -Rejected positive outlook of the transcendentalists; wrote about sin, self-destruction, and the failure of attempts at social reform -Wrote The Scarlet Letter and other works in response to his “Puritan Guilt”

English 10 Thursday, May 15, 2014 Do-Now: Silent Reading SWBAT: Synthesize information through note taking; Analyze how specific word choices shape the meaning and tone of the text; Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge; Write creatively in order to reflect the ideas presented by Dark Romanticism. English 10 Thursday, May 15, 2014 Do-Now: Silent Reading Dark Romantic Notes; Journal: In one complete paragraph, compare/contrast Romanticism (Transcendentalism) to Dark Romanticism, including the works from both genres that we have read so far in class. Dark Romantic poems as mentor texts. HW: Read! Book letter TOMORROW!

SWBAT: Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics; Represent and cite accurately the data, conclusions, and opinions of others, effectively incorporating them into one’s work while avoiding plagiarism; Convey complex information clearly and coherently to the audience through purposeful selection and organization of content. English 10 Friday, May 16, 2014 Do-Now: Prepare for book letters; Any last questions? Have your notes on your desk for me to check. HW: Have a great weekend! 

Full heading: Name Date Class Period Book you are reading Prompt (Fiction, Nonfiction, did not read). Standard for theme: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. All letters must include specific evidence. Not just generalizations, but hard details. **Must document using quotes and page numbers. Must produce essay that discusses the work as a whole. If not, your essay will not be passing!

Period ¾ and 5/6 Fiction Prompt: Choose a theme from the book Period ¾ and 5/6 Fiction Prompt: Choose a theme from the book. Explain how it emerges, and then how three key events in the plot shape it. Ultimately, what about the ending of the book reinforces that this is what the author wants you to know about the theme. How do you know this?

Period 8/9 and 10/11 Fiction Prompt: Trace the development of a theme from the book through several key decisions the characters make. How do those characters shape the theme? Include in your discussion how the resolution of the plot and the outcomes for the main characters underscore this theme overall.

Period 12/13 Fiction Prompt: Trace the development of a main character throughout the book. Include three key decisions the character makes and how these decisions shape the theme.

All periods non-fiction prompt: Explain how the book is organized All periods non-fiction prompt: Explain how the book is organized. What text features (charts, pictures, illustrations, subheadings, etc.) help the author guide you through the development of the ideas? Why did the author choose to organize it this way? What is another way to organize this book? *Ultimately, what does the author want you to believe about this subject?*

Didn’t read. What book did you start. How far did you get in it Didn’t read? What book did you start? How far did you get in it? Why didn’t you choose to finish? What will you do to fix this for next time?