On a sheet of paper, respond to the following question in at least a paragraph. Where were you at this time last year? Describe yourself and how you have changed since last year. (Think deeper than…well, I used to have long hair, but now it’s short.) Welcome

Agenda Syllabus Graduation Project Getting to Know You Activity Student Survey Reflection

Graduation Project February 10 - Academic Advisor Form March 10 – Rough Draft to Advisor May 12 – Final Draft

Getting to Know You Think – look over the questions. Pick one or two you want to talk about. Think about how you would answer it. Pair - with someone sitting next to you, discuss the questions you picked and talk about them. Share – with the class

Student Survey Go to my webpage Click on English III in the left column Click on the survey link Answer the questions completely and honestly

What Type of Learner are You?  Visual  Auditory  Read-Write  Kinesthetic

Visual They tend to be fast talkers. They exhibit impatience and have a tendency to interrupt. They use words and phrases that evoke visual images. They learn by seeing and visualizing. Auditory They speak slowly and tend to be natural listeners. They think in a linear manner. They prefer to have things explained to them verbally rather than to read written information. They learn by listening and verbalizing. Kinesthetic They tend to be slow talkers. They tend to be slow to make decisions. They use all their senses to engage in learning. They learn by doing and solving real-life problems. They like hands-on approaches to things and learn through trial and error. Read-Write They prefer for information to be displayed in writing, such as lists of ideas. They emphasize text-based input and output. They enjoy reading and writing in all forms.

Reflection Where will you be at this time next year? Describe how you think your life will be different. If you don’t think it will be different, explain why.

What are your goals for this class this semester? What is your plan to accomplish these goals? Who is going to support you? January 24

Agenda Grammar Diagnostic Puritans – Historical Background for The Crucible Salem Witch Trials

Schoology CJRTK-HDHMQ Complete in this order Subject Verb Pronouns Adjectives and Adverbs Fragments Comma Splices Misplaced Modifiers Mechanics Punctuation

Puritans Go to my webpage Click on English III Download Puritan PowerPoint Read PowerPoint and Complete Guided Notes

Public Voices, Private Lives Most of us recognize and live with the difference between our public self and our private self. Sometimes, however, those selves – with all their convictions, passions, and values – come into conflict. Then, we must make a choice. Which self will triumph and which self must be sacrificed? Can we find a compromise? These choices are sometimes simply matters of avoiding embarrassment or preventing hurt feelings or confessing dishonesty. Sometimes they are matters of life and death. How do people resolve these conflicts between public and private? What situations challenge their honesty and integrity? How can people slip into hypocrisy or conflicts of interest? January 27

Agenda  Memory Test  Puritan and Arthur Miller Intro  Reading Act I of The Crucible  Analyze sentences for meaning using a double entry journal

Memory Test  Scratch Paper  One minute to read the words  Then, write down as many as you can remember

Test 1: SourNice Candy HoneySugarSoda BitterChocolateGood HeartTasteCake ToothTartPie

Try again. Test 2: MadWrath Fear Happy Hate Fight RageHatred Temper MeanFury Calm IreEmotion Enrage

Results  How many of you think you did better on the second test than the first test?  Look at your first list. Raise your hand if you wrote down the word sweet.  Look at your second list. Raise your hand if you wrote down the word anger or angry.  If you raised your hand either time, you have experienced a false memory; those words were not on either list.  No correlation between feeling certain about a memory and the accuracy of that memory

Talk amongst yourselves.  How accurate was your memory?  Have you ever seen or read anything in the news about false eyewitness testimony or unjust convictions?  What do you know about the Salem Witch Trials and Puritan Culture?  What do you know (or not know) about McCarthyism?

Who was Arthur Miller?  American playwright Best known for Death of a Salesman and The Crucible  Colorful public life Rocky marriage to Marilyn Monroe American Communist Party

Who were the Puritans?  Sought “purity” in worship – too ceremonial  Life should follow scripture  Fundamental interpretation of the Bible  Life of moderation  Predestination  Modest and Proper

Double Entry Journal Pg #QuoteSignificance/Meaning

Pg 138 We need readers for… o Narrator o Parris o Tituba o Abigail o Susanna o Mrs. Putnam o Putnam o Mercy o Mary Warren o Betty o Proctor o Giles

Double Entry Journal Pg #QuoteSignificance/Meaning 141Long-held hatreds of neighbors could now be openly expressed, and vengeance taken, despite the Bible’s charitable injunctions. He’s calling them hypocrites. They do not practice what they preach.

Identifying Puritan Beliefs in Act I What Puritan beliefs do you see in the beginning of Act I? Use your book if you need to. What happens in Act I that you can see as a reflection of Puritan society? January 31

Agenda  Homework Due: Puritan Notes  Continuing reading of Act I of The Crucible  Analyze sentences for meaning using a double entry journal  Complete Act I study guide to determine what the text says explicitly

Double Entry Journal What you want to think about Truth/Lies Greed Envy Fear/Tolerance What you should write Questions How you relate Any connection What you can use I really like/dislike I wonder why… I predict that… I think the character should… This reminds me of… This seems to connect to… I think the author is saying… The figurative language in this passage is….and means….

Pg 145 We need readers for… o Narrator o Parris o Tituba o Abigail o Rebecca o Mrs. Putnam o Putnam o Mercy o Mary Warren o Betty o Proctor o Giles o Hale

What keeps you in line? A sense of morality probably keeps you from cheating on a test – maybe. In other words, you know cheating is wrong. But there are other reasons for behaving morally. Some people are anxious to please. Others fear the consequences of breaking the rules. Do you think most people today have a strong sense of morality? Why or why not? What have you experienced that has influenced your opinion? February 3

Agenda  Finish reading Act I of The Crucible  Analyze sentences for meaning using a double entry journal  Complete Act I study guide to determine what the text says explicitly  View Salem Witch Trial Documentary to compare how authors portray the same event

Pg 155 We need readers for… o Narrator o Hale o Parris o Rebecca o Putnam o Mrs. Putnam o Giles o Proctor o Abigail o Tituba o Betty

Salem Witch Trial Complete Viewing Guide as you watch

When is it time to take action? We are faced with decisions every day. Whether it's the winning shot in the final seconds of the game, the right moment to ask someone out, the decision to apply for a job, or ask for a something you want – timing is everything. Our decisions shape our lives. Some decisions have a bigger impact than others. When have you been faced with a big decision? What did you decide? Did you take action or did you leave it to fate? Why? February 4

Agenda  Finish viewing of Salem Witch Trial Documentary to compare how authors portray the same event  Persuasive Rhetoric Notes  Read Sinners in the Hands of an Angry God – pg124  Complete Text Analysis of Emotional Appeals and Persuasion  Write persuasive speech  Homework due Thursday: Complete Act I study guide to determine what the text says explicitly

Deductive vs Inductive Deductive = top-down If the premise is true, the conclusion is true. General to specific All humans will die. I am human. I will die. Inductive = bottom-up Specific to general My wife and her mom are nags. All women are nags.

Deductive vs. inductive I am having a good year. This is a lucky year. All dogs have a good sense. Spot is a dog. Spot has a good sense of smell. It is dangerous to drive in the snow. It is snowing right now. It is dangerous to drive now. Every 3 year old you know whines. All 3 year olds whine.

Persuasive Techniques Ethos: ethical, moral – use values or moral standards Logos: logical – rely on reason and facts Pathos: emotional – elicit strong feelings Examples: How can you look at the sad faces of separated families and not decide to help them. You should consider the immigration argument and decide what is the right thing to do. Statistics show that 1 out of every 6 people in North Carolina has relatives or friends involved in the immigration issue.

Rhetorical Devices Analogy – a comparison between two dissimilar things to explain an unfamiliar subject in terms of a familiar one Ex: A gang of boys is like a pack of wolves. Antithesis – the expression of contrasting ideas in parallel grammatical form Ex: Give me liberty, or give me death Repetition – the repeated use of a word or a phrase for emphasis Ex: Let it come! I repeat it, sir, let it come! Parallelism – form of repetition in which grammatical pattern is repeated Ex: I have a dream. Rhetorical question – a question to which no answer is expected Allusions – references to figures, events, or places in the Bible

Basics of an argument Claim – clear statement of a position on an issue Support – reasons and evidence to support claim Counterarguments – statements that anticipate and refute opposing views Logic and Language Conclusion – sums up the reasons or the call for action

Pg 124 Pay attention to the emotional language Edwards uses to persuade his congregation to believe deeply in a vengeful God How would you describe Edwards’ view of the following? God Christ Humanity

Visit from King’s College Notes on Research Paper February 5

What is our goal? If you could decide what a goal should be for our entire class, what would you decide and why? February 6

Agenda  Vocab Pre-test  New Context Vocab  Complete Text Analysis of “Sinners in the Hands of an Angry God” looking at Emotional Appeals and Persuasion  Review Answers for  Sinners Text Analysis  Puritan PowerPoint  Salem Witch Trial Viewing Guide  Act I Study Guide  Write persuasive speech – Due Monday

New Vocab Contention Grievances Deference Perpetuation Clamor Predilection Parochial Perverse Innate Repression Calumny Prodigious Diametrically Fanatics Homage Ingratiate Injunctions Inferentially Paradox Corroborate Subservient Proposition Propitiation Licentious Enraptured

Media Center for Research Paper Presentation February 7

What do you think of Abigail? What would you have said to her if you had been present at the end of Act One? February 10

Agenda  Academic Advisor Forms Due Today!  Additional Context Vocab – HW Friday  Review Text Analysis of “Sinners in the Hands of an Angry God” looking at Emotional Appeals and Persuasion  Present persuasive speech/Analyze presentations  Begin Reading Act 2 of The Crucible and continue double entry journal  Final Reflection

Additional Vocab indignant placid indignation deferentially incredulous unperturbed deposition trifle pretense solemn calamity partition contention perplexed contemptuous *HW due Friday: out of all 40 words – choose at least 15 to include in a one-two page analysis of our reading so far. Highlight the vocab words when complete.

Analyzing speeches What is the claim? What support does the speaker use? What counterargument does the speaker present? What appeal does the speaker use – ethos, logos, pathos? Explain your answer. What rhetorical devices do you hear –analogy, antithesis, repetition, parallelism, rhetorical question, or allusions? Presentation Style – effective or not?

Pg 164 We need readers for: Narrator Elizabeth Proctor Mary Warren Hale Giles Francis Cheever Herrick

Double Entry Journal What you want to think about Truth/Lies Greed Envy Fear/Tolerance What you should write Questions How you relate Any connection What you can use I really like/dislike I wonder why… I predict that… I think the character should… This reminds me of… This seems to connect to… I think the author is saying… The figurative language in this passage is….and means….

Reflection Based on what we have already read, what do you think will happen next in The Crucible? Why?

How is the punishment ironic? What happens to those who confess compared to those who claim innocence? What does this suggest about their society? What does it imply about the church and the court? February 11

Agenda  Context Vocab – HW Friday  Read Act 2 of The Crucible and continue double entry journal

Pg 169 We need readers for: Narrator Elizabeth Proctor Mary Warren Hale Giles Francis Cheever Herrick

External/Internal Conflicts Identify at least three external conflicts in the play. Then describe the internal conflict that Proctor faces. How could Proctor’s conflict relate to a broader conflict in the play – between public appearance and private reality? February 17

Agenda Context Vocab HW DUE Today Review Act II with Study Guide and Double Entry Journal McCarthyism Notes and Speech Reading Present persuasive speech/Evaluate presentations Subject Verb Agreement Notes and Practice

Double Entry Journal What you want to think about Truth/Lies Greed Envy Fear/Tolerance What you should write Questions How you relate Any connection What you can use I really like/dislike I wonder why… I predict that… I think the character should… This reminds me of… This seems to connect to… I think the author is saying… The figurative language in this passage is….and means….

Hysteria exaggerated or uncontrollable emotion or excitement, esp. among a group of people How does the word “hysteria” fit what was going on in class today? How does it fit what is going on in the play so far?

Subject Verb Agreement 1. Subjects joined by and use a plural verb. a. She and her friends are going to the mall. 2. Singular subjects joined by or or nor use a singular verb. a. The book or the pen is on the desk. 3. When a singular and plural subject are joined by or or nor, the verb should agree with the closest subject. a. The boy or his friends run every day. 4. Do not be misled by a phrase between a subject and verb. Cross it out and make the subject agree with the verb. a. One of the boxes is open. 5. Each, Each one, either, neither, everyone, everybody, anybody, anyone, somebody, someone, and no one are singular – always – and take a singular verb. a. Everybody knows Mr. Smith.

Subject Verb Agreement 1. His friends or the boy run/runs every day. 2. The people who listen to that music is/are few. 3. Either is/are correct. 4. Paul and Gary has/have baseball practice. 5. Each one gives/give his all. 6. Elaine or Sophia sings/sing at the home games. 7. The team captain, as well as his players, is/are anxious.