1. Daily Introduction November 6 – November 9

2. Homework Standard: Honors: Class Forum #6: Characterization Write a paragraph characterizing your assigned character in Acts 1 and 2 of “The Crucible” Read Chapters 13-15 annotating for changes in characterization and thematic development Class Forum #6: Modern Day Scarlet Letter

3. ACT

4. Rationale PPeriod 1: 23% PPeriod 3: 15% PPeriod 4: 19% PPeriod 5: 8% PPeriod 7: 30% PPeriod 8: 25% A-day – 19% / 81% B-Day – 21% / 79% Collectively: 20% correct.

5. Body temperature usually rises as the day goes on, quickly drops around midnight, and then begins the cycle of rising again just before 6:00 a.m. Since these changes occur on a twenty-four-hour cycle, so abrupt time zone changes can understandably upset the body’ s well-tuned system of regulation. A.NO CHANGE B.However, these C.Because these D.These

6. Explanation The sentence introduces a factor adversely affecting circadian rhythms, which does not require additional transition words. Two of the answer choices create sentence fragments (or incomplete sentences). This is why the best answer is:

7. SA T

8. Concept Attainment Style Example: Ain’tOnce a fully legitimate contraction of “am not” employed at least in familiar conversation by speakers of all social classes, ain’t came to be identified with less well-educated people, and in the United States specifically with poor rural dwellers. It’s unfortunate that in writing, its use is restricted to humorous emphasis or idiomatic expressions (“Say it ain’t so!”). RuckusRuckus, probably a mash-up of ruction (“disturbance”) and rumpus (“boisterous activity”) — themselves both dialectal terms — is now used only light-heartedly YonderThis formerly standard term meaning “over there” is now known only in rural dialect (or spoofing of it) or in a poetic sense.

9. Concept Attainment Style Example: Aggro(British usage) aggravation or aggression; "I skipped it because it was too much aggro" No-brainerAnything that requires little thought Security Blaket Anything that an adult person uses to reduce anxiety Sunday best The best attire you have which is typically worn to church on Sunday

10. Concept Attainment Style ExampleNon-example Do ya’ll have any paper I could borrow? Do you have any paper I could borrow? Do you wanna go to the mall after school? Would you like to go to the mall after school? Maybe I could find a car that is not a complete fixer-upper Maybe I could find a car that does not need much improvement

11. Colloquialism Definition: a word or phrase appropriate to conversation and other informal situations and recognized within specific subcultures. Pronunciation: [ka-loke-we-ul-ism] Synonyms: CConversational GGarrulous IInformal (as in speech or writing) Part of Speech: Noun This is NOT the same as Slang!

12. Difference between “Colloquialism,” “Slang,” and “Vernacular.” Slang: A word with a meaning not universally recognized, no limitations  Y'all  Ain’t  Kind of  Sort of  Cool Beans  Hang out  Got to  Netflix and Chill Vernacular: Common speech (relating to a specific region)  Bae  Basic  Bye Felcia  On Fleek  Or nah  Shade  Slay  Squad  THOT  Thirsty  Turnt  YAAAAS Colloquialisms: A word or phrase with a meaning recognized only within a culture or subculture  Grinder vs Hoagie vs. Sub  Soda vs. Pop vs. Drink  Wicked vs. Hella Cool  Buggy vs. Shopping Cart

13. SWBAT read and annotate Act 2 of the “The Crucible” for thematic and character development. Objective Standard: Honors : SWBAT gain a deeper understanding of “The Scarlet Letter” through an open Socratic Seminar which will allow the students to analyze and discuss key details

14. Standard Reading ACT 2

15. HHysteria RRevenge RReputation PPuritan Ethics Thematic Recap – Act 1

16. HHysteria PPuritanism vs Individuality RReputation and Integrity Thematic Development – Act 2

17. Act 2: Speaking Roles JJohn Proctor EElizabeth Proctor RReverend John Hale MMary Warren GGiles Corey EEzekiel Cheever FFrancis Nurse

18. Homework Class Forum #6: Characterization Write a paragraph characterizing your assigned character from “The Crucible.” In order to get credit, you must use at least TWO quotes from the text, and they must be cited correctly. Directions on following slide…

19. Sentence 1: I NDENT (Hit the Tab button ONE time!) Tell me who your character is and why your character is relevant to “The Crucible.” Sentence 2: W rite a sentence giving me one specific detail about your character. Sentence 3: Find a quote to support your opinion. R emember: “QUOTE” (author, year). Sentence 4: Explain why your chosen quote supports your point. Sentence 5: G ive me another specific detail of your character. Sentence 6: F ind a quote to support your opinion. R emember: “QUOTE” (author, year). Sentence 7: Explain why your chosen quote supports your point. Characterization Paragraph – Class Forum #6

20. Characterization Example: Abigail Williams can be seen as the lone antagonist who drives the drama within Arthur Miller’s “The Crucible.” With the use of manipulation and vengeance to attain what she wants, Abigail’s willingness to disregard Puritan societal restrictions quickly sets her apart from the other characters we’ve been introduced to, thus far. Abigail ‘s manipulation comes out in her relationship with John Proctor, as she demonstrates her cunning perception in these words to him: “I have a sense for heat, John, and yours has drawn me to my window, and I have seen you looking up, burning in your loneliness. Do you tell me that you've never looked up at my window?” (Miller, 1953). In this moment, she enables Proctor to admit his continued affection for her even though he is trying to repair his marriage with his wife. Her vengeance is expressed while speaking with her friends in Act 1: “Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you” (Miller, 1953). This threat demonstrates that Abigail will go to any length to ensure that she is safe, no matter who else gets hurt.

21. Honors Chapter Discussions & Group Project

22. Chapter Discussions Thematic Development

23. Chapter 13: Sin, Individuality and Conformity, Puritanism  The symbol of Hester's punishment now is a mark of her personal skill as a seamstress.  Hester's reputation improves, but because of her sin Puritanism says she'll never reach heaven. By withholding forgiveness, Puritanism makes it pointless for sinners to stop sinning.  Hester, the "sinner" intends to save Dimmesdale, though "innocent" Dimmesdale never tried to save her.

24. Chapter 14: Sin, Individuality and Conformity, Puritanism, Nature, and The Occult  Hester will remove the letter only on her own terms. Her remark about being worthy of its removal is a sarcastic jab at the Puritans, who seek to de9ne her worthiness.  Chillingworth's secrets and his quest for revenge have made him inhumane, unable to forgive, and miserable.  Chillingworth, and other Puritans, equates reputation with life. But Hester knows prioritizing reputation over the soul is killing Dimmesdale.

25. Chapter 15: Sin, Individuality and Conformity  Hester prioritizes her happiness over fear of sin.  Pearl senses that understanding the letter's signi9cance is crucial to understanding herself and her connection to Dimmesdale.  After advocating that Chillingworth be honest, Hester is "false" to her daughter.

26. Group Project Due November 20

27. 4 Parts Part 1: Research Part 2: Analysis and Writing Part 3: Visual Representation Part 4: Presentation

28. Part 1: Research  Choose two “shunned” individuals and research them! The people you choose must be from two different countries. Follow the very specific researching guidelines.  Using Google Scholar, or another scholarly website (NO Wikipedia or.com’s) find two sources for each individual that explain, in detail, why and how your individual has been shunned by their society. Print these sources to reference later for quotes and information.  Create a “Works Cited” page. Use the website: http://owl.english.purdue.edu/owl/resource/747/01/ to create the citations and find the proper format. http://owl.english.purdue.edu/owl/resource/747/01/

29. Part 2: Analysis and Writing Analyze and Respond to the following prompt: Shame and sin is viewed in a variety of ways in different countries and cultures: Hester did something that is very common in America today, but is still considered a crime in some Middle Eastern cultures. You will compare and contrast these differences in perspective. Relying extensively on quotations from your novel and your four sources, explain how the different cultural perceptions of sin have affected your two shunned individuals and Hester Prynne.

30. Part 3: Visual Representations You will choose a letter to symbolize one of your individuals’ transgressions, or frowned-upon actions. This letter must symbolize the person’s “sin” both visually and literally.  For example: John Lennon was ostracized for saying that he and The Beatles were “bigger than God.” His letter could be an “E” for “ego;” this letter could be decorated with photos of other individuals who are known for their over-inflated ego. YES, You will need to create the letters for your chosen individuals.”

31. Presentation  Using Prezi or Powerpoint, present your information to the class.  A few notes:  Do NOT read from the PPT  Do NOT sit down while presenting  WORK COLLABORATIVELY  Musts:  Topic Outline  Class Engagement  10-15 Minute Presentation Due November 20

32. Rubric  20pts – Completion of ALL portions of the project using accurate information from your research.  20pts – COLLABORATIVE use of appropriate technology by ALL group members  20pts – Quality of the verbal presentation/ explanation of the presentation  10pts – Spelling and Grammar are accurate  10pts – Outline Provided  10pts – ALL members present, on-time, and dressed nicely  10pts – Presentation submitted by the 19 th

33. Choose your Groups:  1-3 people per group.  Groups will choose their “shunned” individuals in order based upon collective average of QUARTER 1 GRADE

34. Choose one from EACH Columns  Mike Tyson  Michael Jackson  Jared Fogle  Michael Vick  Ray Rice  Jane Fonda  Dixie Chicks  Mel Gibson  Bill Cosby  Josh Duggar  Pee Wee Herman  OJ Simpson  Phil Spector  Lance Armstrong  Peter Popoff  Rachel Dolezal  Tom Brady  Brian Williams  Donald Sterling  Rayne Perrywinkle  Howard Schneider  Michael Dunn