1. 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.

2. 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.

3. 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.

4. 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.”

5. 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.”

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

7. 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.

8. 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.

9. 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.

12. 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

13. 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!

14. 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

15. 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!

16. 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.

17. 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?

18. 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.

19. 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?*

20. 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?

21. 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 ( ). Be prepared for a reading quiz tomorrow;
“Overshoes” poem due Friday.

22. “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

23. 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?

24. 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.

25. 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?

26. 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.

27. 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.”

28. 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

29. 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! 

30. 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.

31. 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).

32. 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).

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

34. 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.

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

36. Henry David Thoreau
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

38. 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

39. 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.

41. 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 ( )
-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”

42. 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!

43. 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! 

44. 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!

45. 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?

46. 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.

47. 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.

48. 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?*

49. 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?

50. English 10 Monday, May 19, 2014 Do-Now: Silent reading
SWBAT: Demonstrate knowledge of material learned through preparation for formal assessment;
Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge;
Synthesize information and knowledge of subject through writing.
English 10
Monday, May 19, 2014
Do-Now: Silent reading
Fitting in vs. Standing out
Romanticism and Dark Romanticism study guide.
HW: If you have not completed the study guide in class, you must do so for homework;
Study! Romantics/Dark Romantics test tomorrow!

51. English 10 Tuesday, May 20, 2014 Do-Now: Silent reading
SWBAT: Demonstrate knowledge of material learned through formal assessment;
Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Write creatively or anticipatorily in order to introduce Harlem Renaissance;
Choose words and phrases to express ideas precisely and concisely.
English 10
Tuesday, May 20, 2014
Do-Now: Silent reading
Last-minute questions
Romanticism and Dark Romanticism test
HW: If you have not completed the Harlem Renaissance journal in class, you must do so for homework.

52. English 10 Wednesday, May 21, 2014 Do-Now: Silent reading
SWBAT: Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
English 10
Wednesday, May 21, 2014
Do-Now: Silent reading
Harlem Renaissance videos;
Intro to Harlem Renaissance
HW: If you have not read the Harlem Renaissance handout and answered the journal questions, you must do so for homework.

53. 1. “AP US History: A The Harlem Renaissance Educational Video” (5:47) –Nicole Gomez 2. “Daily Life in Harlem” (6:38) -Washed Ashore Films

54. Journal 5/21: Answer the following questions after watching the videos:
When was the Harlem Renaissance?
Why did the Harlem Renaissance begin?
Who were major contributors to the Art and music scene?
Describe three things you saw or heard (art or music) during either video, and connect them back to the Harlem Renaissance.
In one complete paragraph (5-7 sentences) in your journals, answer both of the following questions:
What is the Harlem Renaissance? How does it fit into both our “Individual vs. Conformity” and “Justice and Injustice” units?

55. English 10 Thursday, May 22, 2014 Do-Now: Silent reading
SWBAT: Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
English 10
Thursday, May 22, 2014
Do-Now: Silent reading
Intro to Harlem Renaissance continued
Life before Civil Rights
Notes
“Heyday in Harlem” (p. 766)
Journal: According to “Heyday in Harlem” how did Hughes describe Harlem in the 1920s?
“I, Too” –Langston Hughes
Journal: What was life like for African Americans before the Civil Rights movement? How does this poem support the Harlem Renaissance?
HW: If you have not read the Harlem Renaissance handout and answered the journal questions, you must do so for homework.

56. English 10 Monday, May 27, 2014 Do-Now: Silent reading Make ups
SWBAT: Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
English 10
Monday, May 27, 2014
Do-Now: Silent reading
Make ups
Harlem Renaissance intro cont.
HW:

57. *Read “Heyday in Harlem” (p. 766)
Journal: According to “Heyday in Harlem” how did Hughes describe Harlem in the 1920s?
*Read “I, Too” –Langston Hughes
Journal: What was life like for African Americans before the Civil Rights movement? How does this poem support the Harlem Renaissance?
*Read ”The Weary Blues” (761)
Journal: What are the weary blues? Connect back to the Harlem Renaissance.
*Read ”Harlem” (764)
Journal: How does Hughes describe the city of Harlem in this poem?

58. English 10 Tuesday, May 28, 2014 Do-Now: Silent reading
SWBAT: Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
English 10
Tuesday, May 28, 2014
Do-Now: Silent reading
Harlem Renaissance intro cont.
HW: None

59. -Brainstorm: How is Harlem a place of both happiness and sadness in the 1920’s-30’s? – Video -
-”The Weary Blues” (761) analysis:
-”Harlem” (764) analysis:
-”I, Too” (732) analysis:
Journal: In one complete paragraph, describe how these three poems highlight both sad and hopeful tones. Use one quote or line from each of the poems to support your answer.

60. English 10 Thursday, May 29, 2014 Do-Now: Silent reading
SWBAT: Create a logical progression of ideas or events, and convey the relationships among them;
Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics;
Discern the most important ideas, events, or information, and summarize them accurately and concisely.
English 10
Thursday, May 29, 2014
Do-Now: Silent reading
Harlem Renaissance cont.
HW: If you have not finished the journal in class, you must do so for homework.

61. 5/22(28) The Harlem Renaissance
Cultural movement of the 1920’s-30’s centered in Harlem, NY
Destination for workers from the South, educated young African Americans, and working middle class African Americans
WWI brought demand for unskilled industrial labor = jobs
Christianity played a major role
Challenged racism and stereotypes
Result = racial pride and cultural identity

62. Period ¾, 5/6, & 10/11:
Do now: Silent Reading
“Changes” with journal
“Incident” (748)
“Tableau” (747) How does “Tableau” show hope for society?
Journal: Describe the Harlem Renaissance as a form of expression for African Americans. How did this cultural identity and pride help to shape the civil rights movement?
Closure: Presentation of journals

63. Period 8/9: Do now: Prepare to take notes Explanation of yesterday’s homework; “Changes” with journal; “Incident”; “Tableau” – How does “Tableau” show hope for society? Journal: Describe the Harlem Renaissance as a form of expression for African Americans. How did this cultural identity and pride help to shape the civil rights movement? Closure: Presentation of journals

64. Period 12/13: Do Now: Prepare to take notes
Explanation of yesterday’s homework
“Changes” with journal
“Incident”
“Tableau” – How does “Tableau” show hope for society?
Journal: Describe the Harlem Renaissance as a form of expression for African Americans. How did this cultural identity and pride help to shape the civil rights movement?
Closure: Presentation of journals