ENGLISH 351 Q2 Mr. Moore’s Class

BELL WORK  Begin reading The Legend of Sleepy Hollow.

WWILT?  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

AGENDA  Bell work  Class discussion  Lecture  Group work  Homework  Exit ticket

HOMEWORK  Continue reading TLSH and begin filling out the style analysis chart.

EXIT TICKET  Name three elements of style

BELL WORK  get in your groups and begin discussing your style analysis charts for the Devil and Tom Walker.

WWILT?  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

AGENDA  Bell work  Group work  Class discussion  Lecture  Group work  Homework  Exit ticket

HOMEWORK  complete romanticism analysis chart

EXIT TICKET  Name two romantic elements

BELL WORK  Get in your groups and continue reading TLSH

WWILT?  How to analyze style  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

AGENDA  Bell work  Group work (20 min)  Lecture (7 min)  Homework  Exit ticket

20 MINUTE SAND TIMER 20 minutes End

HOME WORK  Write a style anaylsis paragraph.

BELL WORK  Finish style analysis paragraph for TLSH. Once you have finished, begin looking over the Characteristics of Romantic Literature

10 MINUTE SAND TIMER 10 minutes End

WWILT?  How to analyze style (Romantics)  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

AGENDA  Bell work  Romantic Literature Notes  Group work  Homework (if needed)

HOME WORK  Finish style analysis paragraph using Romantic Elements Analysis Chart.

BELL WORK  Continue working on the Romantic Elements Chart

WWILT?  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  How to analyze the Romantic style

AGENDA  Bell work  Group work- romantic elements chart  Individual practice- romantic style paragraph  Homework- read and annotatea A Tell Tale Heart for elements of style and romantic characteristics

TIMED WRITE  Write a 4 paragraph essay analyzing the style of The Tell Tale Heart and what the style elments add to the text. You must analyze one of the 15 elements of style and one of the 6 Romantic elements. You will need one quote for each.

BELL WORK  Begin reading The Black Cat

WWILT?  CCSS.ELA-Literacy.RL Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.  How to analyze the Romantic style

AGENDA  Bell work  Continue reading TBC  Work on style analysis chart  Homework: finish reading the story and write a romantic style paragraph fot TBC  Exit ticket:: what element of romantic literature is most prevelant in The Black Cat?

BELL WORK  Write down some lessons that would be learned from TBC

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

AGENDA  Bell work  Discuss theme and theme rules  Homework: ??  Exit ticket: what theme rule do you think will be the hardest to follow

THEME  main idea or an underlying meaning of a literary work that may be stated directly or indirectly Ex. Love Betrayal Fear Death Jealousy

THEME STATEMENTS  Ex  People create their own beliefs in reaction to personal experience.  A child's sense of identity is formed through interaction with others. 

NO CLICHES  *Any overused saying is not an option for your theme statements. Think originally!   Bad examples:  a) One shouldn’t judge a book by its cover.  b) What goes around comes around  c) Treat others as you would want to be treated.

NO COMMANDS  *If your theme is a command, then it has an implied “you.”  Bad examples:  a) Never be greedy. (it is saying “YOU never be greedy.”)  b) Don’t take life for granted.  c) Always appreciate what you have.  d) Choose wisely. 

NO CONFUSION  *Don’t be vague on your theme. Make it specific and leave out words with “THING” (something, anything, etc)  Bad examples:  a) Honesty is everything—(What is everything?)  b) Selfishness can make people do something they don't want to do. (What wouldn’t they want to do?)  c) Jealousy can lead to a bigger problem. (What problem?)  d) Life is tough. (What about life is tough?)

GROUP WORK  In your group, come up with two theme statements for TBC write them on long paper

EXIT TICKET  Write one thing you understand about theme now and one thing you still have questions about

BELL WORK  Look over theme handout

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

AGENDA  Bell work  Go over theme handout  Finish theme statements for TBC  No homework  Exit ticket: what do you still not understand about theme statements?

COMPOSING A THEME STATEMENT  What is the subject about?  Why is the topic an important issue?  Who does the topic involve?  How does the topic affect the average person?  What problems or issues arise because of this topic?  How does the topic affect the way society functions?

HOMEWORK  Write your second theme paragraph

EXIT TICKET  What do you still have questions about regarding theme paragraphs?

BELL WORK  Finish theme statements and locate textual evidence for one of your themes

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

AGENDA  Bell work  Annotate for theme  Theme paragraphs  Homework: finish annotating for your chosen theme and how it is developed  Exit ticket: write the theme statement you are annotating for in TBC

BELL WORK  Determine what techniques are used to develop your theme

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

AGENDA  Bell work  How themes develop  Writing theme paragraphs

HOMEWORK  finish the style analysis chart for Nature and write style paragraph

EXIT TICKET  Pick a style word that was not discussed from your new list and tell me why it does or does not apply to Nature

BELL WORK Turn in your homework to the inbox

WWILT?  Target- analyzing theme  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

AGENDA  Bell work  Theme statement review  Timed write info

DISNEY THEMES  In The Little Mermaid, the audience learns that ignoring parents’ advice only leads to happy endings. Areial’s father forbids her to return to the surface  In Snow White, the audience learns not to be afraid to accept food from complete (and rather sinister) strangers.  In Peter Pan the audience learns that if someone breaks into your room, don’t be afraid! He’ll make a fabulous adventure buddy.

DISNEY THEMES  In Aladdin the audience learns that lying never ends badly.  In The Princess and the Frog, the audience learns that it is only ok to marry for money if you are a guy.  In The Princess and the Frog, the audience learns that black people, including royalty, are only happy if they are poor, serving people, or musicians.  In Snow White and Sleeping Beauty the audience learns that consent does not matter as long as the man claims it was “true love’s kiss.”

THEME PAPER  Intro- broad to narrow  Thesis should be theme statement and how it builds. Attention Grabber/pick up line Thesis statement

BODY  Body 1- how theme is introduced (1 quote)  Body 2- how theme builds (2 quotes)

CONCLUSION  Narrow to broad Reworded Thesis Statement Call to Action/ Universal statement

HOMEWORK  Do whatever you need to do to prepare for uyour timed write tomorrow  Prompt: Discuss a theme for “The Black Cat” and how it builds throughout the story.

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

AGENDA  Bell work  Review Last night’s reading  Dark Romantic Elements  What to annotate  Homework: reaad ch 4-5

DON’T FORGET ABOUT “D.R.E.”  Did not believe in innare goodness  Explored human capacity for evil  Probed inner life of characteristics  Explored motivations for human actions  Agreed with emphasis on emotion, nature, and individual  Included elements of fantasy and supernatural

D.R.E. TECHNIQUES  Suspense  Foreshadowing  Symbolism

GET YOUR MIND RIGHT!!! 3 minutes End

AGENDA  Quiz  Review last night’s reading  Class discussion  Homework: read chapter 6 over the weekend

BELL WORK  Pick up a TSL Paper Packet and look through it.

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

READING REVIEW  In your groups, be ready to share the best examples of the given annotations. 5 minutes End

COMPOSING A THEME STATEMENT  What is the subject about?  Why is the topic an important issue?  Who does the topic involve?  How does the topic affect the average person?  What problems or issues arise because of this topic?  How does the topic affect the way society functions?

READING REVIEW  In your groups, be ready to share the best examples of the given annotations. 5 minutes End

1. Create a theme statement for ch 1-15 of TSL 2. Make sure you include a quote that supports it 3. Write your theme on a long sheet of paper and put it on the board with magnets 4. Be ready to properly analyze your quote 5. Group Roles recorder/ writer speaker Researcher task manager/ supervisor 10 minutes End

GET YOUR MIND RIGHT!!! 3 minutes End

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

AGENDA  Quiz  Finish Themes from yesterday  Reading review (if time)  Character analysis group work (for paper)  Homework: read ch  Exit ticket: On a scale of 1-5, 5 being the most confident, how confident are you in your ability to complete the character analysis chart on your own?

1. Complete the given section of the character analysis chart of your assigned character 2. Write it on long paper and put it on the board with magnets. 3. Group Roles recorder/ task manager (writes and keeps up with time) speaker (presents) Researcher (finds quote) Analyzer (provides analysis and theme #) 10 minutes End

BELL WORK  Read over the weekly syllabus and get your paper packet out

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

AGENDA Go over weekly syllabus  Style analysis group work (for paper)  Homework: read ch  Exit ticket: On a scale of 1-5, 5 being the most confident, how confident are you in your ability to complete the style analysis chart on your own?

1. Complete one section of the DRE Analysis chart. 2. Write it on long paper and put it on the board with magnets. 3. Group Roles recorder/ task manager (writes and keeps up with time) speaker (presents) Researcher (finds quote) Analyzer (provides analysis and theme #) 10 minutes End

PRESENTATION  1. read theme statement  Tell what DR element you are doing  Provide quote  Properly Analyze quote

5 MINUTES 5 minutes End

3 MINUTES 3 minutes End

WWILT?  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

AGENDA  Reading review  Dre 1-15 chart

READING REVIEW  In your groups, be ready to share the best examples of the given annotations. 5 minutes End

SOCRATIC SEMINAR TOPICS  What does sin/guilt do to a person? Can we/should we be forgiven the sins of our past?  Is it natural to condemn other humans for their flaws? What are the effects of this?  What is the result of being shunned or exiled from a society? Do we always want back in?

AGENDA 12-2  Bell work 5 min  Class discussion on writing assessment information 10 min  Lecture on TCAP writing and how to write an analytic summary 25 min  Home work 5 min

BELL WORK 12-1  Get your timed write from Tuesday and circle your best body paragraph

WWILT 12-1  CCSS.ELA-Literacy.RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

AGENDA 12-1  Bell work  What did I miss?  TSL paper instructions  Work on rough drafts  HW: finish introduction and first body paragraph

BELL WORK  Start looking over Transcendentalism notes

WWILT?  CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).  Analyzing the Transcendentalist style

AGENDA  Bell work  Review Walden reading assignment  Class discussion on first part of Walden  Transcendentalism notes  Annotate for Transcendentalism in story  HW: Finish reading and annotating Walden  Exit Ticket: What element of Transcendentalism will be the easiest to identify for you?

TRANSCENDENTALISM  1. Believed in living closer to nature (Thoreau)  2. Believed in the dignity of manual labor (Thoreau)  3. Saw the need for intellectual companions and interests (Brook Farm, Margaret Fuller, The Dial)  4. Emphasized the need for spiritual living  5. Considered man's relationship to God a personal matter established directly by the individual himself  6. Posited, assumed as fact, the essential divinity of man (versus Calvinism's tenet of innate depravity)

TRANSCENDENTALISM CONT.  7. Urged one great brotherhood (the Oversoul, the unity of all things)  8. Proposed self-trust and self-reliance  9. Believed in democracy and individualism  10. Encouraged reform (to awaken and regenerate the spirit)  11. Insisted on a complete break with tradition and custom  12. Know through intuition

.. 5 minutes End