Thursday, October 2, 2014

Learning Targets...

When editing my own writing, I can apply strategies for writing clear prose.

I can reflect on historical connections/influences on literature. 

Scarlet Letter Essay

Activity 1: Wordsmithing your own paper...

  • Avoiding “This” openings
  • Scholarly transitions
  • Advice for Improving Sentence Clarity
  • Avoiding the passive voice and other verb of being constructions
Example Essay #2

HW:
  • Before printing, carefully edit your draft tonight using the strategies for writing clearer sentences as your guide.  
  • Make edits as necessary.
  • Print two copies of a complete essay. Bring those tomorrow.  No name, just your id#.




Journal
1.      Put your name, today’s date, and your class period in the upper right-hand corner of your paper.
2.      Label your paper: October 2, 2014 The Crucible pre-reading journal
3.      Respond to the question below with at least ¾ page writing.
4.      Focus on writing as much as possible in the time given. Spelling, paragraph, and punctuation don’t count!

Summary of the Salem Witch Trials
The infamous Salem witch trials began during the spring of 1692, after a group of young girls in Salem Village, Massachusetts, claimed to be possessed by the devil and accused several local women of witchcraft. As a wave of hysteria spread throughout colonial Massachusetts, a special court convened in Salem to hear the cases; the first convicted witch, Bridget Bishop, was hanged that June. Eighteen others followed Bishop to Salem’s Gallows Hill, while some 150 more men, women and children were accused over the next several months. By September 1692, the hysteria had begun to abate and public opinion turned against the trials. Though the Massachusetts General Court later annulled guilty verdicts against accused witches and granted indemnities to their families, bitterness lingered in the community, and the painful legacy of the Salem witch trials would endure for centuries.

TOPIC:
Why do you think the Salem witch trials have not been forgotten?  What makes them interesting to people today?  Do you think it would be possible for this to happen in modern society? Explain your answers.
Beloved: Exploring Independence and Love
In the literary narration of American history, Toni Morrison’s novel Beloved stands out.  The book is an intimate look at the emotional scars left behind by slavery, and Morrison evokes and closely examines the myriad of emotions—strong, basic, and natural—that her characters experience.  In one poignant passage from Beloved, Morrison explores the definition of freedom and slavery in terms of independence and love.

Early in the passage, Sethe explains to Paul D the wonder of independence that she found in her escape from slavery.  Before she speaks of the “miracle” of her escape, Sethe “cover[s] the lower half of her face with her palms” in a gesture of wonder and reverence.  That same reverential tone carries into her actual narrative.  Speaking in short, cut-off sentences, Sethe ponders the wonder of her escape and her own self-sufficiency in lines five through ten.  She marvels that the escape “came off right, like it was supposed to,” all through “Me using my own head.”  The entire passage is in an active voice, further highlighting Sethe’s newfound independence.  Also, many of the sentences begin with “I,” reinforcing the passage’s focus on independence and self-sufficiency.  Morrison emphasizes Sethe’s realization of self-sufficiency in order to underscore the most basic importance of that aspect of humanity.  Independence and free will is the defining element of the individual.  Without that independence to make decisions, the individual loses his or her identity to whatever or whoever else is making those decisions instead.  Sethe’s wonder at having achieved such a basic right draws the reader into an exploration of self-reliance and humanity, which ultimately serves to support the theme of dehumanization central to Beloved.  
Another powerful theme of the passage is the exploration of how independence relates to love.  Both Sethe and Paul D agree that slavery denied them the right to love others through the denial of independence.  Freedom was “to get to a place where you could love anything you chose—not to need permission for desire.”  Sethe says that she could never “love [her children] proper in Kentucky because they wasn’t mine to love.”  As a slave, denied the right even to her own body, Sethe would not be allowed even the slightest stake of ownership that love implies.  Morrison has Sethe describe this freedom to love as “a kind of selfishness,” which would under other circumstances have a negative connotation.  “Selfishness” implies the exclusion of the consideration of others from a person’s mind.  In Sethe’s case, selfishness takes on a new, positive meaning; it means “ownership of oneself.”  A second reason that Sethe could not afford to love her children was the danger of becoming too emotionally invested in them.  She had no control over their futures, and the horrors of having them sold, abused, or killed, would be too great to bear.  As Paul D says: “So you protected yourself and loved small. [. . .] Grass blades, salamanders, spiders, woodpeckers, beetles, a kingdom of ants.  Anything bigger wouldn’t do.  A woman, a child, a brother—a big love like that would split you wide open.”  Morrison chooses grass blades and insects, the smallest, most insignificant things, to demonstrate the level to which the slaves were reduced.  More interesting, however, is to note Paul’s negative use of the word “wide.”  Earlier in the passage, Sethe rejoiced in the wideness of her love: “I was big [. . .] and deep and wide and when I stretched out my arms all my children could get in between.  I was that wide.”  While Sethe rejoices in the new world opened up to her in freedom, Paul is still trapped by fear of opening himself to such deep emotions and the potential loss of that which he loves.  Morrison’s use of “wide” is a subtle way to highlight these conflicting views, which reinforce the novel’s main purpose by demonstrating the emotional scars of slavery. 

Morrison’s exploration of the intertwining of love, independence, and freedom is central to the seminal work that is Beloved.  She takes on these complex, abstract concepts and wrestles with them within the framework of the African American experience, with dramatic and touching results.

Wednesday, October 1, 2014

Leaning Targets:

In order to support my thesis, I can research key textual quotes and synthesize/embed them into the flow of a body paragraph.

I can write a thesis specific enough to clearly express my argument and guide my essay.

Activity 1:  Refining your thesis
Look again at your thesis
Look at the Lonely As a Cloud thesis

Through the use of diction patterns and figurative language that emphasize the vitality and limitless beauty of a memorable natural setting, William Wordsworth's poem I Wandered Lonely as a Cloud" highlights how nature can be a great companion and it suggests that the mere thought of nature's magnificence can comfort a person during stressful times.


What differences do you notice in terms of specificity and coherence?

Take some time to revise your thesis.

Activity 2: Writing body paragraphs

The mini-thesis: Your topic sentence. 
Does it tie back to your thesis?
What do you want to say?  
First write it without any quotes.
Now, go find quotes that you believe support your ideas.
Were you able to find quotes that supported your quotes? Or did textual evidence - or the lack of - cause you to question your earlier ideas.

HW: Write two more body paragraphs and bring them (typed) tomorrow

Monday, September 29, 2014




If you're stumped, or looking for something new…one more

The Scarlet Letter draws heavily on religious images, symbols, and allusions. One common character type in Western literature is the Christ-type.  Using evidence from How to Read Like a Professor and The Scarlet Letter, make an argument for how one of the characters in The Scarlet Letter functions as a Christ-type and how Hawthorne uses the Christ-type elements of that character to develop and convey a particular theme or message.



Last night's homework: Do the following journal entry…
September 29, 2014 Scarlet Letter pre-essay reflection journal

Write a 9 to 13 sentence journal on what you perceived to be one or two of the most interesting points Hawthorne may have wished to convey to his readers. Explain your answer.  And although this is a nearly two-hundred year old story – looking back at a time and culture from nearly 400 years ago, which message or idea feels most relevant to you personally? Finally, write a working thesis (one or two sentences) that could eventually be refined into a final thesis appropriate for The Scarlet Letter essay assignment you just received.

Thesis Focus Question


Focus Question:
What lesson(s) can Nathaniel Hawthorne’s novel The Scarlet Letter teach about



__________________________________, and how does Hawthorne convey that lesson?

Think of lessons not necessarily as more lessons, but as a lesson on anything that Hawthorne may wish to point out or explore by means of this novel.


Generic/one-word themes can be a good starting point if you plug them in to the question above. Also, create other questions that include that “generic theme” (word or phrase) in order to develop a precise and nuanced answer to the focus question.  You might even combine two generic themes in your question. Then, craft a concise and precise (1-2 sentence) thesis statement by weaving your best answers together.   Use at least one analytical verb in your thesis statement.


Another look at the resources and lessons in the Writer’s Sourcebook
- thesis crafting mini-lesson on Wordsworth’s “I Wandered Lonely as a Cloud” (16-17)

- mini-essay on David Berman’s poem, “Snow” (11-12)

Ten Tips to Improve Writing

Emdedding quotes

Work on essay in class

HW: Type and bring an intro paragraph and your first body paragraph 

By the end of class, write your working thesis in your notebook and on a notecard with your name on it and the period.  Please hand that into me.  



Kehinde Wiley, Venus at Paphos (The World Stage: Haiti), 2014. Oil on linen 
Kehinde Wiley, The Sisters Zénaïde and Charlotte Bonaparte (The World Stage: Haiti), 2014. Archival inkjet print on Epson Hot Press Bright 300 grain paper. 

Friday, September 26, 2014

September 26, 2014

September 26, 2014 Hawthorne Exigence Journal
Why do you think Hawthorne wrote this book?  Seven to nine sentences.






Thursday, September 25, 2014

September 25, 2014

Learning Targets: 

  • I can write an inferential discussion question.
  • I can actively listen and share my own ideas and questions in small group and/or large group discussion settings.

  • Important note regarding the AP quiz:
    • I have graded and entered grades for the AP reading quiz but I still have several students who need to take it, so I will not hand those back today.  I curved the score by adding 3.5 points.  
    • If you did not do as well as you would have liked, please don't panic! 
    • We will take some time Friday (and probably Monday and/or Tuesday) to go over the passages and questions and give you a chance to reflect what you may have struggled with and gain back some points. You'll learn and boost your grade: a win-win!
    • Mert has to take the quiz
Homework:  
  • Finish The Scarlet Letter and write tow inferential questions for discussion
Bellringer: 
  • Look at the inferential questions you wrote last night . 
  • Pick the one which most intrigues you and rewrite it on the notecard provided. 
  • Don't forget to include your name, today's date, and the period at the top of the card.  Also, don't forget to put the page # in your citation.
  • Hand those cards into me.

Activity 2: Deeper Understandings Through Questioning and Discussing
  • Share one of your inferential questions with your group and ask your partners to respond. Time permitting, each person should take a turn using their question to lead the discussion.
  • You may also share your most important lines from the chapters
  • Whenever possible, refer back to specific passages in the book to support your response to an inferential question.
    • share your honest opinion - be brave!
    • listen actively and respectfully to the opinions of others
    • don't be afraid to respectfully debate the questions with one another!
  • After small group discussion we will have a brief whole class discussion

Activity 3: Whole group discussion
  • Discuss inferential questions and most important lines from each chapter


Andrew has to take the quiz

Go over passage 1 of the AP Lang and Comp reading quiz

Write a concise but precise three to four  sentence analysis of a key passage from the homework reading—pages 136-161 of The Scarlet Letter–that can be connected with a key detail or description from an earlier section of the novel.

In short, you will synthesize key excerpts from different parts of the text to build a coherent and compelling claim about a central character, or theme, or motif in Hawthorne’s novel.

Write a concise but precise three to four  sentence analysis of a key passage from the homework reading—pages 136-161 of The Scarlet Letter–that can be connected with a key detail or description from the conversation between Hester and Dimmesdale on pages 130-136.
In short, you will synthesize key excerpts from different parts of the text to build a coherent claim about Hester or Dimmesdale.

Wednesday, September 24, 2014

September 24, 2014 The Scarlet Letter

Need to take AP Reading Quiz
9th period:
TJ, Anisa, Andrew, Kiera, Carolyn and David

HW: Read chapter 21 and write inferential discussion questions from two of the last three chapters (19, 20, 21). 


Near the beginning of chapter 19, Hester, Dimmesdale and Pearl have met in the forest.  After watching Pearl play and adorn herself with flowers, they remark on her spritely character. "Be the foregone evil what it might, how could they doubt that their earthly lives and future destinies were conjoined, when they beheld at once the material union, and the spiritual idea, in whom they met, and were to dwell immortally together?" (142)

10th period: Kiera
Activity 1
  • Review your annotations for chapters 19-20. Select one sentence from each of the chapters which you think is most significant or revealing.
  • Write a 3-5 sentence explanation as to why the sentence you selected would be most useful if you had to write a one page essay about the novel  and you could only use one quoted passage from this section of the novel as evidence. What would this sentence help you prove in your essay? Why would you make it your “#1 draft pick”?

Engaged Listening/Note-taking Mini-Lesson
ØAs we have our discussion today, make note of two or three opinions/interpretations expressed by your classmates that you find interesting or that give you a deeper understanding of the novel. Consider the “generic themes” at play in the ideas expressed by your classmates.

ØYou will write a two to three sentence discussion summation that should grow out of the notes you take and which will be submitted at the end of class today. 

Write a concise but precise three to four  sentence analysis of a key passage from the homework reading—pages 136-161 of The Scarlet Letter–that can be connected with a key detail or description from an earlier section of the novel.
In short, you will synthesize key excerpts from different parts of the text to build a coherent and compelling claim about a central character, or theme, or motif in Hawthorne’s novel.

Tuesday, September 23, 2014

September 23, 2014

Learning Targets:  

I can practice reading challenging non-fiction passages for comprehension and awareness of rhetorical elements and strategies. 

Tomorrow: I can assess my struggles and strengths in comprehending content and rhetorical elements in challenging non-fiction passages.

Homework:  Read and annotate chapters 19 and 20.


Activity 1:AP Language and Composition reading quiz (two passages; 21 points total)...This will provide a baseline assessment of your ability to identify rhetorical strategies in a complex text and it will count for a grade. (30-40 minutes)

Activity 2:  Share your paragraphs with a partner.  Be prepared to report to the class on what they wrote about.


Activity 3: September 22, 2014 Romanticism in The Scarlet Letter Journal
In chapters 15-17, what evidence do you see of strains of Romanticism in The Scarlet Letter?  




Round Characters: A round character is one who is capable of change and evolution throughout a story. The character is complex and increases in complexity throughout the story. A round character is capable of contradiction and change with evidence of emotional and psychological development.
Flat Characters: A flat character is one who lacks a complex and realistic personality. A flat character is a term referring to a character who boasts no mental or emotional development. Much like a stock character, a flat character exhibits strong defining characteristics, speech habits, and the like, but still falls short of the complexity of a round character.


Character Analysis Pairs
Based upon events, actions, and dialogue of pages 115-136, make an argument that Hester, or Chillingworth is a round character or a flat character. Consider counter-arguments as you craft your paragraph response. Weave in at least one key quoted passage to illustrate/prove your argument.  (Try to use “short quotes” to make your use of textual evidence more sophisticated.)