ENGLISH 11 - AMERICAN LITERATURE
2/21 We wrote the book reports in class and turned them in with the reading record.
I HAVE BEEN UNABLE TO UPDATE MY WEBSITE FOR MORE THAN A WEEK DUE TO A LOG-IN GLITCH. IF YOU WERE ABSENT DURING THIS TIME, SEE ME.
2/2 We discussed specific concepts of successful collaboration and, most importantly, the purpose of collaboration as a capacity (get the notes if you were absent). We then had an in-class assignment to collaborate on the the first section of Act II of the play (pp. 41 - 54). The assignment must be done in a group, so if you were absent, you will need to find a group to work with. See me for details.
1/30 We read and discussed the rest of Act I from the play. Get the notes from someone who was here if you were not. We talked specifically about what Tom, Amanda, Laura, and Jim represent. You should be looking for the larger, subtextual meaning of the play. We had an in-class assignment to evaluate what each character represents and to predict how the "date" will go in the next act.
1/29 We discussed Act I scene 6. There was a short writing assignment. See me.
1/25 We read and discussed through Act I scene 5 of the play. There was a short in-class writing assignment. See me if you were absent.
1/23 We read and discussed "How It Feels to be Colored Me" by Zora Neale Hurston. We then read and discussed the very first part of Act One of the The Glass Menagerie.
1/19 We read and discussed "The Yellow Wallpaper" by Charlotte Perkins Gillman. We had an in-class assignment to connect this story's argument to the arguments of the previous two class periods. What do they all use in common as tactics? What stance and premise do they commonly use as a basis. Most importantly, what do they all argue about what women want or what women are?
1/17 We read and discussed "Mirror" by Slyvia Plath, "Self in 1958" by Anne Sexton, and "The Story of an Hour" by Kate Chopin. We discussed stance, premise, and bias in each of those arguments and the common theme of a lack of identity. If you were absent, get the notes. We also had an in-class assignment.
1/12 We continued examining media arguments about gender including music, music videos, and poetry. Get the notes if you were absent.
1/10 Writing prompts were handed in (set of 5). We discussed arguments about gender leading up to our next in-class work of literature. We examined television commercials, fashion, and clips from television shows and analyzed their arguments about gender. If you were absent, get the notes from a classmate.
1/8 We discussed the argument from last time, briefly, and then analyzed a second one (see video below) on the tactics, validity, and physical rhetoric of the speaker. Please get the notes from someone if you were absent. A day completed an in-class assignment writing a short argument on gender roles. B day will complete that assignment next time due to early-out Monday.
1/4 Welcome to semester 2. We discussed and took notes on strategies for analyzing arguments. You will need to get the notes from someone if you were absent. We then had an in-class assignment to analyze the tactics and validity of an argument. The argument can be viewed below. After you get the notes from someone, view the argument below and note Ms. Meyer's use of ethos, pathos, logos, and fallacy. Then, note the validity of her stance, premise, and claim (taking into account her bias).
12/20 We had an extra credit activity. 2nd term is now over.
IT IS NOW TOO LATE TO HAND IN BOOK REPORTS FOR 2nd TERM. THIRD TERM REQUIREMENTS WILL BE POSTED IN JANUARY.
12/18 We discussed and practiced the reading section of the ACT. We completed an in-class reading comprehension practice assignment.
12/14 We discussed the writing portion of the upcoming ACT. We looked at some time management skills and a sample prompt. We then wrote an in-class practice essay on Sample Prompt 1. The information and the prompts can be found HERE.
12/12 We finished discussing the grammar concepts for the February ACT. Get the notes from someone, or just look HERE. We then wrote and submitted a teacher and class evaluation.
12/8 Book reports were handed in. It is now too late to hand in your book report for this term. We discussed the grammar concepts that will be tested on the upcoming ACT. We took notes and practiced using some of the concepts correctly.
12/6 We read and discussed several articles regarding the "red scare" of the 40s and 50s as they pertain to the themes of the play. We had an in-class writing assignment to argue a position on a specific theme. See me if you were absent.
12/4 We wrote an in-class assessment of the structural choices in Act III and their effect on the meaning of the play and its themes. If you were absent, you will need to see me for a time to make it up. We then watched and discussed Act IV and read the omitted Act II, Scene 2.
11/30 We had a rather long discussion, supported by some video clips, about some of the thematic elements of the play so far. We discussed character motivations, structural choices by the author, an historical perspectives. We read the last part of Act III together. Get the notes from someone who was here.
11/28 We watched and discussed Act III. Get the notes from someone who was here
11/21 We finished reading Act II and then took an in-class assessment on how structure affects meaning. See me if you were absent. We then watched Act II from the film version and discussed the different structural choices from the play to the film.
11/17 We discussed some ideas about trust between adults and children and between adults and other adults. We then read and discussed Act II up until the entrance of Giles Corey. Talk to someone who was here if you were not.
11/15 We finished reading and discussing Act I. We watched and discussed a short TED presentation on how movements get started. We then watched an animated short called "There's a Man in the Woods" to connect to the events in Act I. You will be writing about that short film's connections in class next time.
11/13 We read and discussed Act I up until the entrance of Reverend Hale. Talk to someone who was here.
11/9 We took a pre-test on text structures based on Hawthorne's story, "Young Goodman Brown." If you were absent, you will have to make up the test. See me. We also read some of the introduction of The Crucible.
11/7 We discussed and took notes on puritan belief systems, puritan legal systems, and how text structure affects meaning. Get the notes from someone who was here.
11/3 The counseling center took this class period.
11/1 We began the background scaffolding for our upcoming play, The Crucible. We watched, discussed, and annotated Witchcraft: A Century of Murder, a documentary about the witch trials in Scotland and England leading up to the trials in Salem, Massachusetts, in 1692. Get the notes from a classmate.
10/30 We finished our discussion of horror fiction and wrote an in-class argument about the effects of horror fiction on society and individuals.
10/26 We continued our discussion of the effects of horror literature on society and individuals. We discussed two specific theories: Aristotle's "catharsis" theory and King's "alligator" theory. Get the notes from someone who was here.
DUE TO A SOFTWARE PROBLEM, I HAVE BEEN UNABLE TO UPDATE THE WEBSITE IN SEVERAL DAYS. IF YOU WERE ABSENT DURING THE MISSING DAYS, PLEASE TALK TO A CLASSMATE WHO WAS HERE, AND THEN COME SEE ME.
10/13 We continued our practice identifying and using figurative devices. We looked at several poems and songs and identified which figurative devices are present in each poem and the effect they have on the subtext of the work. We then wrote poems of our own incorporating the same figurative devices. See me if you were absent.
IT IS NOW TOO LATE TO HAND IN EXTRA CREDIT AND LATE WORK FOR TERM 1.
10/11 We took a pre-test on figurative language devices. We then took some notes and had an in-class assignment to come up with three pop-culture examples for each of the devices. Get the notes from someone who was here.
2. Bob, with Susan and I in tow, tried hard not to laugh.
3. Later, the police investigation centered on Gary but not Susan, Bob, nor I.
10/9 We had an in-class reading assessment on Flannery O'Connor's "The Life You Save May Be Your Own." See me for instructions on how to make it up.
IT IS NOW TOO LATE TO HAND IN BOOK REPORTS. EXTRA CREDIT AND LATE WORK ARE DUE BY 2:30 PM ON 10/11.
10/5 Book reports were handed in. We had an in-class assignment to proofread several grammar mistakes and practice some sentence structure. See me if you were absent.
10/3 We finished taking notes on the structure of English. Get the notes if you were absent.
9/29 We wrote an in-class essay on Of Mice and Men. We then took notes on basic structural concepts of the English language (specifically, the history of the language). See me if you were absent.
9/27 We discussed and took notes on writing good thesis statements and writing in active and academic voice. We then, as an in-class assignment, practiced writing thesis statements about different aspects of Of Mice and Men. See me if you were absent.
9/25 We read and discussed the rest of the novel (Chapter Five and Chapter Six). We discussed possible themes and topics for writing.
9/21 We completed a short, in class assignment on peoples perspectives of other people. See me if you were absent. Then, we read and discussed Chapter Four.
9/19 We took a short quiz on Chapter Two from the novel. We then read and discussed Chapter Three. You will need some notes on Chapter Three for a future assignment.
9/15 We continued reading and discussing the novel. We read all of Chapter Two, and will will have an assignment next time based on the characters introduced in that chapter. We had our first class-start writing prompt (we will turn them in every five). See below.
9/13 We discussed the last themes of the novel, the story we read last time, and the poem, "To a Mouse" by Robert Burns. We then began reading and discussing the novel (nearly finishing Chapter 1).
9/11 We discussed some of the larger themes from our upcoming novel and we read almost all of a short, related story called "Here We Are" by Dorothy Parker.
9/5 We wrote a literary analysis of "The Masque of the Red Death." We then discussed how subtext is created using symbolism and diction in that story. We discussed some other methods of imbuing a story with subtext. We read "Hills Like White Elephants" by Ernest Hemingway and wrote a short literary analysis about that story as well.
8/31 Disclosure documents were turned in today. We discussed Edgar Allan Poe's biography briefly. We then discussed his writing style (in particular, his diction). We then read and discussed "The Masque of the Red Death" in some detail. If you were absent, read the story (the title is a link) and discuss it with someone who was here in class. We did not get to the writing assignment, so it will be next time; but we did a short outline in class which should be brought back next time. The outline consisted of choosing three specific concrete details (examples from the story), what those details represent (in your opinion), and how they work together to create the meaning of the story as a whole.
8/29 We finished discussing and taking notes on the characteristics and origins of American Modernism. Yep. That's about it.
8/25 We went over the disclosure document and class policies briefly. We then looked at the literary analysis papers from last time. The book report was assigned. See the buttons to the left. We peer-reviewed the papers for length, originality, and the ratio of concrete detail to commentary. For the next paper, you should push to write a bit more, personally connect so it's more original, and make sure you have a minimum of twice as much commentary as concrete detail. We also took some notes on the characteristics of modernism. Get the notes from someone if you weren't here.
8/23 If you were absent, you should talk to someone who was here and then come see me. We discussed the advantages and disadvantages of being "nice" and how to appropriately be critical. We briefly discussed American Modernism. We then had a writing pre-assessment in which each student wrote a short literary analysis of the Damien Nenow short film, "Paths of Hate." The film is posted below.