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
1. Journal prompt: How do traumatic
events in childhood shape one’s
coming of age?
2. “The Fury of Overshoes” analysis;
3. “A Rose for Emily” intro.
HW: Define “A Rose for Emily”
vocabulary and create an authentic
sentence for each term.
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.
SWBAT: Learn and apply new vocabulary;
English 10
Wednesday, April 30, 2014
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.
1.
Do-Now: Silent Reading
“The Fury of Overshoes” analysis
continued;
2. “A Rose for Emily” intro;
3. “A Rose for Emily” analysis.
HW: If you have not finished your
journal entry in class, you must do so
for homework.
• 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.”
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.”
• American South is a microcosm for the
universal themes of time, the passions of the
human heart, and the destruction of the
wilderness.
• 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.
SWBAT: Learn and apply new
English 10
Thursday, May 1, 2014
vocabulary;
Determine what is meant by words and
phrases in context;
Determine both what the text says
explicitly and what can be inferred
Do-Now: Hand in your sentences
logically from the text;
Analyze the traits, motivations, and
journals into the inbox;
thoughts of individuals in fiction and
Arrange yourselves evenly into 5
nonfiction based on how they are
described, what they say and do, and groups;
how they interact.
and
Brainstorm: What is your favorite scary
movie?
1. “A Rose for Emily” group activity.
HW: If you have not finished your
journal entry in class, you must do so
for homework.
• 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.
• 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
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!
1. “A Rose for Emily” explained.
HW: Have a great weekend!
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?
1. Book letter.
HW: None
Full heading:
Name
Date
Class Period
Book you are reading
Prompt (Fiction,
Nonfiction, did not read).
All letters must include
specific evidence. Not
just generalizations, but
hard details. **Must
document using quotes
and page numbers.
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.
Must produce essay that
discusses the work as a
whole. If not, your essay
will not be passing!
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.
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?
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.
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?*
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?
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
1. “A Rose for Emily” to end;
2. “Overshoes” assignment
explanation;
3. Transcendentalism notes
HW: Read and annotate the
excerpt of “Nature” by Ralph
Waldo Emerson (219-221). Be
prepared for a reading quiz
tomorrow;
“Overshoes” poem due Friday.
“A Rose for Emily”
“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
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?
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.
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?