Welcome!
 I’m Ms. Hamfeldt (“Ham-felt”)
 This is my third year at AK, and I’ve taught pretty much
everything-English since 2008. I also…
 Am from
Went to this
this place:
school:
 Am marrying this guy
in April>>>>>>
& will become the parent of this girl >>>
 Do things
like:
Love to listen to
these guys:
ENGLISH II
Fall 2012
Ms. Hamfeldt
Ms. Pendleton (Block 2)
CATALYSTS
 Each day when you enter my class, you will begin working on your
catalyst (warm up).
 Start by copying down today’s date and objective (on the left side of
the board)
 Today you will write “8/27/12”
 And “Objective: Comprehend course goals, focus and procedures; get
to know classmates; brainstorm outline for “This I Believe” essay”
 Then, write “Catalyst” and record the # on the slide.
 Today you will write “Catalyst #1”
 Then, read the questions on the slide and respond to them in your
journal.
 When you are finished, record any new homework assignments, on the side
board, in your agenda.
CATALYST #1
8.27
 One of Steve Covey’s 7 Habits of Highly Effective People
is “Begin with the end in mind.”
 To you, what does it mean to “begin with the end in
mind”?
 Describe a time when you did begin with the end in
mind. What was the result?
OR
 Describe a time when you did NOT begin with the end
in mind. What was the result?
 Why might I be asking you this question? How does this
apply to English class, or school in general?
So, what’s this class all about?
 You will use the course syllabus and items around the room
to infer answers to a list of questions about this class.
 After you answer them on your own, you will pair up with a
classmate to compare answers.
 Then, we will have a class discussion to review the answers
and make sure that you are clear about what to expect in my
class.
WRITE THIS DOWN!
 WWW.MSHAMFELDT.CMSWIKI.
WIKISPACES.NET
You will be using my website all of the time this semester, including
to access my syllabus tonight.
Please see me after class if accessing the internet is an issue for you.
CATALYST #2
8.28
 What do you believe in? What are the rules, principles or
ideas that you live by?
 What beliefs do you have in common with your family or
friends?
 What beliefs do you NOT have in common with family or
friends?
 Have your beliefs ever helped you to be successful in a
situation? Explain.
OR
 Have your beliefs ever caused you difficulty or conflict?
Explain.
Important Info and Reminders
 The Book Fair will be taking place again this year at the Barnes
and Noble in the Arboretum; bring your yellow sheet!
 To start off the semester, you will need to purchase all of the
class materials listed in my parent letter/on my syllabus by
Thursday
 You may get a composition or spiral notebook for warmups.
 You will also need:
 English II:
 The Alchemist
 Mythology
English IV:
Beowulf (will be provided)
Sadlier Oxford Vocab Level G
 Sadlier Oxford Vocab Level E
 Summer reading assignments are due Oct. 1st.
 Assignments are posted on my website and outside my door.
“This I Believe”
 In order to get to know one another, we have to define
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ourselves.
In English class especially, it is so important that we feel able
to share and strengthen our opinions and beliefs.
We will start doing this by writing short personal narratives.
These are based off of an ongoing NPR program called “This
I Believe”
We’ll start off by listening to some examples…
Peer Interviews
 Interview your partner by asking him/her all of the questions
on the interview sheet.
 Record your partner’s answers on a separate sheet of paper.
 Choose 10-15 of the most interesting things that this person
shared with you.
 Write a brief biography for this person, based on the
information that you choose.
 Be sure to group related items together
 Use transitional words like “also, in addition, even though,
however, then, in the past/future” to make your biography flow
 Be prepared to present this to the class!
CATALYST #3
8.29
 Please have out your syllabus and pass up your parent contact
sheet and personal info sheet!
 How would you define the word culture?
 List as many different components of culture as you can.
In other words, list things that a group of people would
need to have in order to have ‘culture.’
 What things define our culture here in Charlotte, NC,
the South and/or the United States?
 How is our culture different from other cultures that you
have learned about or been exposed to in some way?
Let’s generate a list about culture…
 Language
 Food
 Music
 Sports
 Entertainment
 Clothes
 Customs/traditions
 Religion/beliefs
 Holidays
 Family
 Laws. government
Education/ value of education
Race/enthnic backgrounds
Economy/money
Technology
Culture Partner-work
 Now that we have looked at the iceberg of culture, we are
going to think a bit more deeply about what culture consists
of.
 You and a partner will receive one item from under the
iceberg to define and provide examples of as they pertain to
our culture here in the United States.
 On the back of the notecard that you are provided, you will
write your definition and examples, to create our classroom
culture iceberg.
 We will add to this throughout the semester as we study
more cultures’ works and learn about their ways and
customs.
Catalyst #4
8.30
 We will be setting our class goals for the semester today.
 1- What do you want to improve upon this semester in terms
of your reading and writing?
 2- What score will you strive for on tests and quizzes?
 3- What good habits do you want to continue or form this
semester?
 4- What would be 3 good class goals for us this semester ( a
goal canNOT be “to pass”)
7 Effective Habits
 What does Steve Covey mean by the statement made for
your habit.
 With your group, write a 3-sentence summary of what you
read about the habit that you are assigned.
 Designate a reader, a writer and a speaker within your group.
 The reader should read the statement from Covey to the group
and help the group to discuss.
 The writer should record what is decided as the summary.
 The speaker will present to the class.
 Blk 4. Be proactive: be positive and try not to negative; don’t
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worry about what you cannot change
Begin with the end in mind: plan ahead and make a personal
mission that will lead you to happiness
Put first things first: Managing time; value what you do and be
motivated in what you choose to do; create priorities
Think win-win: balance so that everyone wins; don’t focus on
competition; use integrity and consider others; plenty for
everyone is available
Synergize: Working in groups is better than individually; we
discover more together and have more energy together
Seek first to understand: listen before you provide your own
insight; make sure you listen in order to move toward a solution
Sharpen the saw: renew yourself physically, mentally, emotionally,
and spiritually
 BLK 2. Be proactive: Don’t blame others or circumstances,
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always focus on their circle of influence—what influences their
actions
Put First things First: Organize and manage your priorities; not
doing everything is okay
Think Win-Win:You want to win and someone else wins too;
need integrity, maturity and abundance of talent
Seek first to understand, then to be understood: let the other
person talk and listen to them first; this will let you get your point
across in a better way
Synergize: Can’t make progress by yourself, interacting allows you
to gain insight and to grow b/c of differences
Sharpen the Saw: Take care of yourself, live a balanced life;
physical, spiritual, emotional, mental renewal
Begin with the end in mind: know where to start, coming up with
Class Goals
 How will we incorporate these habits into our semester?
 Let’s generate several class goals that will guide us for the
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semester.
1- What average will we aim for on tests/quizzes?
2- What will this average mean compared to other classes?
3-What habits will we focus on for first quarter?
4- How will we strive to become better readers and writers
through all of this?
Are our goals SMART? Are they specific, measure, attainable,
relevant and time-oriented?
Nacirema
 Ethno- race or cultural group
 Ethnographer- write about races and cultural groups
 Ethnocentric- focused or centered on one culture
 Cultural norm- standard for behavior within a culture
 Ritual-repeated practice, usually with significance
Peer Presentation Bingo
 As each person presents, write down the most interesting
thing about this person (hint: this will be what I ask about the
person who is being presented)
 After we finish presentations, we will play bingo, and the
winner will get one of the supplies needed for this class
(journal, highlighter, or post-its) for free!
3-2-1 Exit Ticket
 On the note card that you were handed, write:
 3 things that you’ve learned about English class this semester
 2 things that you learned about one of your classmates
 1 question that you still have about English this year
 Printed syllabus and returned parent contact sheet are both
due tomorrow!
 Be sure to have all of your books and materials by Thursday!
 Make sure that you get a Personal Info Sheet and complete it
by Wed. Aug 29th
CATALYST #5
8.31
 Pass up your drafts of your TIB essays.
 Remember that today I will also be collecting your journals after the warm-up
for a grade. All catalysts from this week should be inside!Your name must be on
your journal!
 Where are you from?
 Have you always lived in Charlotte? What do you consider to be your
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hometown?
What is your family dynamic? Who in your family do you feel has
influenced you the most?
Who are your closest friends? How have they influenced you?
What organizations, groups, classes or experiences have you been a part of
for many years?
What items are valuable to you?
“Where I’m From” by George Ella Lyon
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the black porch.
(Black, glistening
it tasted like beets.)
I am from the forsythia bush,
the Dutch elm
whose long gone limbs I remember
as if they were my own.
I'm from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from perk up and pipe down.
I'm from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those momentssnapped before I buddedleaf-fall from the family tree.
“Where I’m From”
 So, where are you from??
 Use the following format to generate your first stanza of your
own “Where I’m From” poem:
I am from _____(nickname of place)_______,
From__(description of place)_______
( ___(more description or comment)_______)
I am from ____(significant people)____,
Who__(what person does/taught you)_________,
As if ___(description of action)_______.
Stanza 2
I am from _____(object/item)_______,
From__(description of object/item)_______
( ___(more description or comment)_______)
I am from ____(significant group/activity)____,
That__(what group does/taught you)_________,
And ___(description of group)_______.
CATALYST #6
9.4
 Be sure to get your journal from the back table and read my
comments. Journals will be collected again next Fri.
 How do you believe that the world began? How do you
believe that people first came into being? Explain.
 When and where did you learn about this explanation for the
origin of the world and its people?
 What is one other explanation for the beginning of the world
that you have heard? What is this belief based around?
BINDER SECTIONS
Your syllabus should be placed at the very front of your binder!
 Revolution Tracking
 This is where you will keep quizzes and tests that are returned to you.
 This is also where you will reflect on your test/quiz performance.
 Handouts
 This is where you will keep all handouts that you print or receive in class (except for
writing/EOC Prep)
 (Put all of last week’s handouts here, except for TIB)
 Class Notes
 This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf
behind this tab and should place all notes here.)
 Essays and Writing Feedback
 This is where you will keep information about essay writing.
 (Put all TIB materials here)
 EOC Preparation
 This is where you will keep notes, drills and practice that we do in class to prepare for the
EOC.
God/Goddess Assignment
 Tonight, read about the god or goddess that you are assigned.
 After reading about him/her, create a fact “card,” on a 4x6
note card or half sheet of paper, that includes the following:
 Name of god/goddess
 Who this god/goddess is related to
 What this god/goddess does
 Who is/are this god/goddess’s friends and why
 Who is/are this god/goddess’s enemies and why
 Symbol/item associated with this god/goddess
Gods/Goddesses
 Zeus – Bronson, Michael L
 Hera –Tally, Hannah
 Poseidon –Grady, Ryan M
 Hades—Shawn, Tim
 Pallas Athena—Brian, Evan
 Phoebus Apollo—Colin, Christian
 Artemis—Tori, Tia
 Aphrodite—Brendan, Negar
 Hermes—Elizabeth, Lucas
 Ares—Clark,
 Hephaestus—Jessica
 Hestia—Desiree
Gods/Goddesses
 Zeus –Myles, Harrison
 Hera – Giovanni, Liz
 Poseidon –Rachel, Marion
 Hades-Jackie, Nicole
 Pallas Athena—Abby, Jasper
 Phoebus Apollo—Jack, Samantha
 Artemis—Ashley, Sydney
 Aphrodite—BJ, Anna
 Hermes—Jaheed, Micheyla
 Ares— Joey
 Hephaestus—Matt
 Hestia—Devin
Archetypes Gallery Walk
 Once you have gathered all of the notes on symbols and
themes, return to your seat and complete the following.
 Get a copy of the creation story that you read yesterday.
 1- What setting archetypes did you notice in this story?
 Name at least 3 and explain why these are archetypes.
 2- What character archetypes did you notice in this story?
 Name at least 3 and explain why these are archetypes.
 3- What symbol or theme archetypes did you notice in this
story?
 Name at least 3 and explain why these are archetypes.
Greek Creation Myth: Blk 4
 Character Archetypes:
 Zeus: hero, b/c he saves his brothers and sisters, defies the
villain Titans
 Cronus: villain, eats his children out of greed for power
 Earth mother: earth mother, caretaker
 Pandora: the innocent- falls into a trap; “earth mother” of
human faults and distractions
 Setting Archetypes: Chaos/night: cave, unknown, loneliness;
sea: danger, chaos; heaven and afterlife
 Perception of humanity: Pandora’s creation tells us that the
Greeks thought people were curious and would give into
temptation. Cronus’s destruction of his children tells us that
the Greeks thought people were greedy and wanted power.
CATALYST #7
9.5
 Have out your god/goddess card for me to check.
 Based on what you read and what we discussed yesterday for
the Greek story “How the World and Mankind were created”,
create a 3- column KWL chart:
K
|
W
|
L
 K: Know
 What do you know about this set of stories?
 W: Want to know
 What questions do you still have about what happened in this
set of stories?
 L: Learned
 Leave this column blank until we discuss it later in class.
Gods and Goddesses
 Pairings:
 Zeus and Hera
 Poseidon and Hades
 Pallas Athena and Phoebus Apollo
 Artemis and Aphrodite
 Hermes and Hephaestus
 Ares and Hestia
Gods and Goddesses
 Pairings:
 Poseidon and Hera
 Zeus, Pallas Athena and Hades
 Artemis and Phoebus Apollo
 Hermes and Aphrodite
 Hephaestus and Ares
Gods and Goddesses
 Pairings:
 Zeus and Ares
 Poseidon and Hestia
 Pallas Athena and Hera
 Artemis and Hades
 Hermes and Phoebus Apollo
 Hephaestus and Aphrodite
CATALYST #8
9.6
 In The Alchemist, Santiago reflects on how his sheep react to
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their travels:
“The problem is that they don’t even realize that they’re
walking a new road every day. They don’t see that the fields
are new and the seasons change. All they think about is food
and drink.”
1- How can the sheep be a metaphor for people in our
society today?
2- What would the road, field, seasons, food and drink
translate to in our society today?
3- Do you agree that most people act like ‘sheep’? Why or
why not?
POP QUIZ!
 Answer the following questions on a separate sheet of paper
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that you can hand in:
1- What does Santiago think is his purpose in life?
2- Name 2 things that the old man Melchizedek tells
Santiago.
3- What does the boy in the old man’s story have to carry and
why?
4- Where does Santiago have to travel to find his treasure?
5- What does Santiago carry with him after they are given to
him?
Norse Creation Myth
 Characters:
 Villain: Surt, will destroy the earth
 Hero: Buri, strong, father of the gods;Ymir
 Earth mother: Audhumbla, nourisher
 Complimentary pairs: fire and ice
 Settings:
 Cave: Gunningagap (emptiness)
 Sea: land of ice, chaos
Blk 2: Creation Myth Archetypes
 Characters:
 Earth mother: Gaia, creator and protector of the earth
 Hero: Zeus, defeats the Titan Cronus
 Villain: Cronus, wants power, destroys his children
 Trickster/ Unfaithful wife: Rhea, tricks Cronus into eating
the stone
 Settings:
 The Cave: emptiness, nothingness
 The Sea: chaos, turmoil
Blk 4: Creation Myth Archetypes
 Characters:
 Villain: Surt, Cronus/Titans
 Hero: Zeus,Ymir
 Earth mother: Gaia, Audhumla (cow)
 Settings:
 Cave: emptiness
 Sea: chaos, oceans, rivers, etc.
 Earth: stability
CATALYST #9
9.7
 In The Alchemist, the old man tells Santiago that everyone
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believes the world’s greatest lie:
“It’s this: that at a certain point in our lives, we lose control
of what’s happening to us, and our lives become controlled
by fate. That’s the world’s greatest lie.”
1- How do people ‘lose control’ of what is happening to
them?
2- What kinds of events make people believe their life is
controlled by fate?
3- Do you agree with the old man that this idea is a lie? Do
you agree that most people come to believe this “lie”? Why or
why not?
Gods/Goddesses
 Zeus – Bronson, Michael L
 Hera –Tally, Hannah
 Poseidon –Grady, Ryan M
 Hades—Shawn, Tim
 Pallas Athena—Brian, Evan
 Phoebus Apollo—Colin, Christian
 Artemis—Tori, Tia
 Aphrodite—Brendan, Negar
 Hermes—Elizabeth, Lucas
 Ares—Clark,
 Hephaestus—Jessica
 Hestia—Desiree
Gods/Goddesses
 Zeus –Myles, Harrison
 Hera – Giovanni, Liz
 Poseidon –Rachel, Marion
 Hades-Jackie, Nicole
 Pallas Athena—Abby, Jasper
 Phoebus Apollo—Jack, Samantha
 Artemis—Ashley, Sydney
 Aphrodite—BJ, Anna
 Hermes—Jaheed, Micheyla
 Ares— Joey
 Hephaestus—Matt
 Hestia—Devin
Creation Myths
 Read the creation myth that you are assigned.
 As you read, pay attention for any archetypes that you
encounter as you read.
 Write the title of the myth that you have read in your notes.
 List at least two character archetypes and one setting
archetype that you found in your myth.
Creation Myth Venn Diagrams
 As you discuss the myth that you read with your partner,
begin to compare and contrast what happened in each story
that you read.
 Create a Venn diagram on the paper that you are provided for
your two myths:
 Include at least 4 events that occurred in each myth
 Include at least 5 archetypes somewhere on your diagram
 Include at least 3 quotes to prove what you write about each
story.
CATALYST #10
9.10
 Answer these review questions in your journal before the quiz:
 What is the significance of fire? Of ice?
 What type of character is an anti-hero?
 What would it mean if a story was set in a garden?
 What is the significance of the number 3?
 What is the significance of the presence of complimentary
pairs in literature?
 Use the remaining time to silently review the rest of the archetypes
before your quiz!
Writing a Thesis Statement
 Make this thesis statement stronger:
 Ardrey Kell is a good high school.
Notes on Theses
 A thesis : a ___statement____ that declares the
__major__ points you will discuss in your paper
 A STRONG thesis statement IS:
 clear and __to the point_____
 appears at the __END__ of the 1st paragraph
 it is a ___map__ for your reader
 includes the ___three____ main points of the essay
 A STRONG thesis statement is NOT:
 in __opinion form__ (“I believe”, “I think”)
 __vague___ – (“it seems” “it may be”)
CATALYST #11
9.11
 Use the next few minutes to refresh yourself on the stories of
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the four heroes that you read about the last two nights.
In your journal, summarize the stories of each of the four
heroes.
Your summary for each hero story should contain:
Who (hero and other main characters)
What (major events)
Where/When (where everything took place)
Why (why conflict occurred)
How (how the hero overcame conflict)
The Hero’s Journey
 For the stage of the hero’s journey that you are assigned, read
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through the slide carefully.
Summarize what happens to the hero in this part of his or her
journey in 2 sentences.
Have an example ready to share of what this stage looks like
(this can come from the example on the slide or one of your
own)
Know where your step is in the cycle and be ready to stand in
that part of a circle with your classmates to provide them
with knowledge of this part of the hero cycle.
Bring your hero journey chart with you as well into the
circle.
Hero Cycle Tracing
 Choose one of the heroes that you read about that you feel
best meets the qualifications of a hero, based on the notes we
took on the hero’s journey.
 Trace the hero’s journey as best as you can for this hero,
(bearing in mind that a hero may not go through every part
of the cycle).
 In each box that you fill in, write the page # of a quote that
will support that the hero completed this step of the hero
cycle.
Discussion Groups
 Shawn, Brian, Clark, Tally
 Elizabeth, Tim, Tia, Tally, Bronson
 Lucas, Negar, Grady, Jessica
 Christian, Ryan, Hannah, Desiree
 Tori, Evan, Colin, Michael, Brendan
Discussion Groups
 In your assigned groups, the person whose name is underlined
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will be the discussion leader.
This person should share what he or she wrote about the hero
he or she chose and what steps of the hero’s journey this hero
fulfilled.
Everyone else in the group should then take a turn sharing
what he or she wrote.
Then, as a group, discuss which of the heroes best fit the
hero’s journey.
Try to trace this hero going through as many steps of the hero’s
journey as possible.
Writing an Argumentative Thesis
 Write a thesis that proves why the hero you wrote about is
the best hero.
 Frame your thesis with:
 “______________ best meets the qualifications of a hero
because _____________, ____________, and
___________________”
 Use the steps of the hero’s journey to help write your thesis.
 Include three reasons in your thesis.
 Then, write one quote that you would use to support each
reason (3 quotes total) using proper citation format
Citing from the Text
 Put quotations marks around the quote.
 Put the author’s last name and the page number on which
you found the quote in parentheses: (Hamilton 30)
 The period for your sentence will go after the parentheses,
even if you include a direct quote. See the example below.
 "The famous Chicago lawyer Clarence Darrow defended
Scopes at the trial" (Divine 283-284).
 "The famous Chicago lawyer…at the trial" (Divine 283).
Citing from the Text
 If the author's name is mentioned in the sentence, as a
statement by authority, use only the page number in
parentheses:
 Ex. According to Delia Ray, author of Behind The Blue and
Gray: A Soldier's Life in The Civil War, 35,000 Union troops
were crammed into the city of Manassas waiting for the
trumpet signaling them to move forward (3).
Supporting your Argument
 After you generate a thesis statement, you must support each part of your
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argument in paragraph form.
Use a format like the following:
Topic Sentence: Ms. Hamfeldt is the next Artemis because of her love for
others, especially the youth.
Support 1: Artemis, like Ms. Hamfeldt, makes loving all creatures a priority.
Evidence 1: In fact, Ms. Hamfeldt loves animals so much she has a classroom
fish, while Artemis is said to “stir with love for all creation” (Hamilton 31).
Support 2: Ms. Hamfeldt and Artemis also share a common passion for helping
young people.
Evidence 2: Ms. Hamfeldt has taught students all over Charlotte, and Artemis
was considered “protectoress of the dewy youth everywhere” (Hamilton 31).
Concluding Sentence: Ms. Hamfeldt should be the next Artemis because she
could continue Artemis’ tradition as caretaker of human and animal kind.
Blk 2: CATALYST #12
9.12
 Look back again at the four stories of heroes:
 Perseus, Theseus, Hercules, and Atalanta
 1- Which hero story did you find the most interesting or
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fascinating?
2-List 2 events from this story you found to be especially
interesting.
3- Explain why you enjoyed reading about these two events in
the hero’s story.
4- Do you think this hero story fits the hero’s journey?
5- Why or why not? Explain your answer using at least 2
examples from the story to prove your point.
Blk 4: CATALYST #12
9.12
 Have out your god/goddess paragraph for me to check.
 Look back at the adventure stories that you read for class today.
 1- Which two stories did you find the most interesting or
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fascinating?
2-List 2 particular events from each story you found to be
especially interesting.
3- Explain why you enjoyed reading about these events in each
of these stories.
4- Did either of these stories fit any of the hero’s journey?
5- Why or why not? Explain your answer using at least 2 examples
from the story to prove your point.
Blk 2: CATALYST #13
9.13
 Look back at the adventure stories that you read for class
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yesterday. Reminder: Journals will be collected tomorrow!
1- Which two stories did you find the most interesting or
fascinating?
2-List 2 particular events from each story you found to be
especially interesting.
3- Explain why you enjoyed reading about these events in each
of these stories.
4- Did either of these stories fit any of the hero’s journey?
5- Why or why not? Explain your answer using at least 2 examples
from the story to prove your point.
Blk 4: CATALYST #13/ Journal #2
 Reminder: Journals will be collected tomorrow!
 Based on what you’ve just heard about all of the adventure
stories, what are the common themes that you notice in these
stories?
 What do these messages tell you about the Greek people and
their beliefs?
 What do you make of the father-son dynamic in these stories?
 Do we have the same beliefs today in our culture? What
‘adventures’ have you heard of that teach these lessons or
other lessons?
Phaethon
 Story Summary:
 Phaethon seeks out Clymene, the sun chariot driver, to see if
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he is his son.
Clymene confirms this and says that Phaethon can have
anything he wants.
Phaethon asks to take Clymene’s place for a day.
Clymene warns him this is a terrible idea.
Phaethon asks for this anyway and starts to drive the chariot.
He winds up being burned alive on the chariot and dies
falling into the river.
Phaethon
 Examining Archetypes
 The wise old man represents wisdom and guidance.
 Clymene tries to provide his wisdom to Phaethon who ignores
it.
 The archetypal sun represents awareness.
 Getting too close to the sun makes the characters AWARE of
their mortality.
 The sea and rivers represent chaos
 Phaethon dies in a chaotic event.
Phaethon
 Hero’s Journey
 Call to Adventure: Phaethon accepts his mother’s challenge
to seek out his father.
 Apotheosis: Phaethon reaches a point where he realizes he
must give up; this ends his hero’s journey
Phaethon
 Theme
 The message of this story is don’t bite off more than you can
chew.
 Phaethon wanted more power than he was capable of
handling and died as a result.
Four Great Adventures
 In your group, divide up the tasks so that one person is
responsible for answering each question.
 Make sure that you provide quotes from the text in the last
column to prove what you say in the middle column.
 When I call time, you will share what you each wrote within
your group and make sure that everyone is in agreement.
 Then, your group will be responsible for sharing your
findings with the class.
God/ Goddess for a Day Presenters
 As each person presents his or her paragraph, keep track of
who wants to be who.
 Record the best point from each person’s argument
 Once everyone has presented, circle your vote for each god or
goddess.
 Winners will be revealed tomorrow!
Zeus
Hera
Poseidon
Hades
Athena
Apollo
Artemis
Aphrodite
Hermes
Ares
Demeter
Dionysus
CATALYST #14
9.14
 Feedback Friday! On Fridays, when you turn in your journals, I will
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
usually ask you for feedback on how class is going so far.
Answer the following questions:
What have you enjoyed in this class so far? Do you prefer
individual, group or full class activities that we’ve done?
Was has been difficult or frustrating in this class? Are you
confused about anything we are learning?
How have you been doing with the reading? Are you able to
understand the reading? Why or why not?
Has this course challenged you academically so far? In what ways?
Do you have any suggestions for how we could make class better?
Alchemist Pop Quiz
 1- What does Santiago convince the crystal merchant to do?
 A- Sell his shop and go on a journey with him
 B- Use new crystal bowls to attract more business
 C- Move his shop near the river where people gather
 D- Sell tea in his crystal glasses at the hilltop
 2- What is the Englishman in search of?
 A- Crystal treasure
 B- A shepherd to care for his sheep
 C-An alchemist
 D-Someone who speaks his language
 3-What does the crystal merchant want to do, but never has?
 A- Travel to Mecca
 B-Expand his shop
 C-Have a family
 D-See the Pyramids
Quiz Corrections
 I am giving you a rare opportunity to earn back points on your
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archetypes quiz! We cannot really move forward with class unless I
know that you know these archetypes!
STEP 1: On a sheet of paper that can be turned in,
complete the following:
1- Why do you believe that you got the score that you did on this
quiz?
2- What will you do for the next quiz to improve your score?
3- How can you better use Ms. Hamfeldt and/or classmates as a
resource to prepare for tests and quizzes?
Quiz Corrections
 STEP 2:
 Working with a neighbor –only if necessary!– record each
question that you got wrong.
 Write out the term and then beside it write the correct
definition.
 After the definition record one example of this archetype
from a story that you have read or movie that you have seen.
 You will get back half-credit for each correction that you
make! (Consider this a gift!)
Greatest Hero Debate
 Perseus A: Myles and Giovanni
 Theseus A: Rachel and Jasper
 Hercules A: Ashley and Jackie
 Atalanta A: Sydney and Anna
 Perseus B: Micheyla, Abby, Marion
 Theseus B: Joey, BJ, Matt
 Hercules B: Nicole, Jack, Liz
 Atalanta B: Jaheed, Harrison, Samantha
Hero Debate Goals for Today:
 By the end of this period, you should have the following
completed:
 1- Thesis statement for your hero
 2- One supporting body paragraph that contains at least two
pieces of text evidence from the book, with proper citations.
 3- Two ideas that you will plan to use in your
counterargument.
CATALYST #15
9.18
 Please be mindful of responding to all questions!
 Has anyone ever stolen something from you? Or, do you know
someone who has had something stolen from them?
 How did this make you/the person you know feel?
 What did you/this person do in reaction to this event?
 Did this change your/this person’s attitude? In what ways?
 Think back to what your life was like 10 years ago…
 Describe what a regular day in your life was like 10 years (as
best as you can remember/guess.)
 Would you say that your life was entirely different then than it
is now? Why or why not?
Vocab Unit 1
 We will practice saying all words in this unit aloud so that
you know how to pronounce them.
 After I read the word, I will ask you to repeat it after me.
 Be ready!
 After we read all the words, select one word.
 In your journal, illustrate this word in some way.
 DON’T WRITE THE WORD ON YOUR PAPER!
 In a minute, you will trade your journal with a partner and
see if they can figure out which word you illustrated.
Greek Mythology Terms
 Monotheism is the belief in ONE god.
 Mono means one
 Theism means belief in god
 This is what the Judeo-Christian and Muslim beliefs follow.
 Polytheism is the belief in MANY gods.
 Poly means many
 Theism means belief in god
 This is what the Greeks and Romans believe.
 Hubris is the Greek word for “excessive pride”.
 In each of the adventure stories that we read, at least one character
exhibited excessive pride.
 This led to the character’s destruction every time.
Arguments and Counterarguments
 STEP 1: Create a thesis defending your hero.
 STEP 2: Create a list of quotes you will use to support your
thesis. Be sure to include page numbers!
 STEP 3: COUNTERARGUMENT: A statement that dismisses
the argument of the opposition.
 For example: If you were arguing AGAINST Hercules, your
counterargument would explain why Hercules is NOT a hero.
CATALYST #16
9.19
 Have out your ‘Choosing the RightWord’ homework for me to check.
 1- From the Unit 1 vocabulary words, select 3. In your
journal, use each word in one sentence each.Your sentence
should show the meaning of the word.
 2- To you, what does it mean to be immature? What actions
would describe someone that you believe to be immature?
 3- Record any questions that you have about the greatest
hero debates.
The Trojan War
 Fold a page in half in your notes to make a two-column chart
 Label one column: The Greeks
 Label the other column: The Trojans
 As we discuss the Trojan War, keep track of the key events by
charting what happens to the Trojans vs. the Greeks
 Consider: What does this war tell us about each group of
people? What does it tell us about the gods/goddesses?
 (Think back to what we discussed with the adventure stories)
The Trojan War
 THE GREEKS
 THE TROJANS
Greatest Hero Debate
 Perseus A: Shawn, Brian, Jessica
 Theseus A: Tia, Tally, Grady
 Hercules A: Tim, Negar, Lucas
 Atalanta A: Elizabeth, Brendan, Bronson
 Perseus B: Christian, Colin
 Theseus B: Evan, Michael, Clark
 Hercules B: Hannah, Desiree
 Atalanta B: Ryan, Tori
CATALYST #17
9.20
 Have out your Synonyms and Antonyms for me to check.
 1- From the Unit 1 vocabulary words, select 3 different words
from those you selected yesterday. In your journal, use each
word in one sentence each.Your sentence should show the
meaning of the word.
 2- In The Alchemist, Santiago tells himself, “Don’t be impatient …
Eat when it’s time to eat. And move along when it’s time to
move along.”
 How do you interpret this quote?
 Is it hard to be patient in certain situations? Describe a time when it
was hard for you or someone you know to be patient.
 Do you agree with Santiago that should “eat when it’s time to eat”?
Why or why not?
CATALYST #18
9.21
 Have out your Completing the Sentences for me to check.
 1-Choose 3 more of your vocabulary words to use in a
sentence each. (Remember: quiz on Monday!)
 2- What sort of actions or behaviors do you consider to be
disrespectful?
 3- Write about a specific time when someone you know did
something very disrespectful and had to suffer a consequence as
a result.
 What did he or she do? Why was it so disrespectful?
 What consequence did this person have for their actions?
 Did this consequence change that person’s actions in the future?
Why or why not?
Journal #2
 How has Achilles changed from before to after his battle with
Hector?
 What caused these changes?
Hero Debate Work time
 Today you are responsible for having:
 A thesis with three supporting points FROM THE HERO’S
JOURNEY
 For example: ____________ best meets the qualifications of a hero
because he endures a road of trials, achieves his ultimate boon and returns
triumphant with the elixir from his journey.
 Two supporting body paragraph completed (follow sample
body paragraph format on your handout)
 Three potential counterarguments to make against your
opponent (again—use the hero’s journey!)
Hero Debate Prep
 Spend the next few minutes finalizing your hero debate with
your teammates.
 Be sure that you have included quotes in every paragraph and
that you have converted them to ‘speech’ form. (According
to _________ )
 Be sure that you know who will say what: who will deliver
what parts of your case, who will asks questions, who will
write rebuttals, etc.
 Be sure that you bring all of your materials, including the
handouts on my website!!, for class tomorrow!
Citing Quotes for a Speech
 According to Hamilton, Artemis is said to “stir
with love for all creation.”
 On page 31 of Mythology, Artemis is said to
“stir with love for all creation.”
CATALYST #19
9.24
 Write VOCAB BINGO in your journal
 Fill out your bingo board by:
 Recording each word from Unit 1 on your bingo card ONCE
 You will have four boxes remaining; re-use four words
 DON’T stack words (For example, don’t put ‘pliable’ twice in
the same column)
Greek Tragedy: Antigone
 In your textbook, turn to p. 1064.
 Read the notes on the origin of Greek drama, theater and
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tragedy.
Create target notes in your binder:
In the center, record: GREEK DRAMA
In the middle circle, record the categories (1- Religious
Origin, 2- The Theater, 3- Actors and Chorus, 4-Tragedy
and the Tragic Hero, 5- Mythological Sources and 6-Greek
Deities) from the text and a basic definition
In the outermost circle, define the terms related to each
category.
CATALYST #20
9.25
 Describe a person who is extremely important to you in your
daily life.
 Why is this person important?
 What is this person like? What do you love (or maybe dislike sometimes)
about this person?
 What reminds you of this person? What do you associate with him/her?
 Then, check your answers to the grammar diagnostic:
 1-C
 2-C
 3- A
 4- A
 5- B
6- A
7- B
8-A
9-C
10-A
11-B
12- B
13-A
14-B
15-A
16- A
17- A
18- A
19- A
20-A
CATALYST #21
9.26
 Yesterday, in your warmup, I asked you to write about a person
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who is very important to you in your everyday life.
Now, consider:
1- What have you done for this person to show them how much
you appreciate them? Or, what could you do?
2- Would you be willing to give your life for this person? Why or
why not?
3-Would you be willing to compromise your morals for this
person? For example, steal or lie for them? Why or why not? (In
other words, are your morals or this person more important to
you?)
4- Grammar review: Identify five nouns that appear on this slide.
Expert Groups
 You will receive a piece of information about either tragic
heroes or Greek tragedy.
 Read over your material carefully, underlining important
points and paraphrasing what you read in your notes.
 In a moment, you will form a group with the other people
who read about the same topic.
 On your chart, record:
 The ‘gist’ or main idea of your topic in the middle circle
 The ‘details’ or specifics about your topic in the outermost
circle
Greek Drama Target Chart
Expert Groups
 Now, you will join together with the people who have the
same letter on their slide as you do
 (For example: All A’s will get together)
 You will share your information with the group.
 The other group members will share their information as
well, and you will take notes on what they share on your
handout.
 You should have complete notes by the time you are done.
CATALYST #22
9.27
 1- To you, what is justice? In other words, what is fair and
right and good?
 2- Now, create a list of reminders that would ensure that
people treat others justly.
 3- Describe a time when you were NOT treated justly.
 How did you feel at this time?
 What was the final result?
 4- Identify 3 nouns and 2 pronouns in this warm up.
 Review your reading when you are done!
Antigone Pop Quiz
 1- When the Sentry first speaks to Creon, what does he tell him?
 A- He has arrested a man that they suspect buried Antigone’s brother
 B- He is too scared to tell Creon that he found the brother’s body buried
 C- He found the body completely buried with all funeral rituals performed
 D- He found some dust thrown over the body as if someone tried to bury him
 2- In Scene 2, when Antigone is brought before Creon, what does she do?
 A- Deny that she had anything to do with the burial
 B- Attacks Creon’s guards in an attempt to escape
 C-Openly admits to performing the burial
 D-Cries and begs for her sister to be brought to her side
 3-In Scene 3, how does Haemon react to his father’s decision to kill Antigone?
 A- He sides with his father out of fear
 B- He tells his father that he is wrong for his decision
 C- He refuses to talk with his father about the decision
 D- He sides with his father because he is a loyal son
CATALYST #23
9.28
 Feedback Friday! On Fridays, when you turn in your journals, I will usually
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ask you for feedback on how class is going so far.
Answer the following questions:
1- What have you enjoyed in this class in the last two weeks?
2- How prepared do you feel for the upcoming test on a scale of 110? Explain your answer.
3- What has been difficult or frustrating in this class? Are you
confused about anything we are learning?
4- How have you been doing with the reading? Are you able to
understand the reading? Why or why not?
5-Has this course challenged you academically so far? In what
ways?
6-Do you have any suggestions for how we could make class
better?
Progress Report Reflection
 As you receive your progress report, answer the following
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questions in your journal:
1- What is your current average on quizzes?
2- What is your current average on assignments?
3- Are there any assignments that you are missing?
4- Do you believe your grade reflects your ability in this
class? Are you meeting the goal that you set for yourself?
5- What are 2 next steps that you will take to either improve
your grade or maintain it?
Antigone Charts
Examples/ Explanations,
with lines from the play
to support
Scene 4
What happens in this
Who is the Tragic
part of the play? Which Hero and why?
characters develop?
Which characters
demonstrate
Hubris? How?
Which is prevailing? Which is
Justice vs.
prevailing? Tyranny
Injustice
vs. democracy
Journal #4
 Part I: Which character do you think is exhibiting more
hubris: Antigone or Creon? Explain your answer using at
least 2 specific examples of each character’s actions.
 Part II: Is it worse that Creon is acting like a tyrant toward
other people, that he is not being loyal to his family
members, or that he is disobeying the justice of the gods?
Which action do you think deserves a greater punishment?
Explain your answer with at least 2 specific reasons.
Hero Debates
 Each team will present their thesis and their BEST one body
paragraph.
 Choose a spokesperson to read these to the class.
 At the end of class, you will turn in your thesis, three body
paragraphs and counterargument.
“CATALYST”
10.1
 Take out the skinny blue grammar textbooks that are under
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your desk.
Turn to p. 31, Activity A
As the directions read, correctly identify the parts of speech
that are italicized in the sentence.
Read the choices that are given in the directions first.
Refreshers:
Conjunctions are words used to combine ideas
Interjections are words that express emotion
Antigone Charting
 With a partner, continue completing your chart for Scene 2.
 Be sure to include at least 1 quote per scene to support what
you write on your chart.
CATALYST #24
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1.
2.
3.
4.
5.
6.
10.2
Let’s start reviewing for Friday’s test!
Look back at your notes on Archetypes and the Hero’s
journey.
What is the significance of the color red?
What is the significance of a setting in the garden?
What type of character is an anti-hero?
What is the significance of the sun?
What happens during a hero’s apotheosis?
What does it mean if a hero has freedom to live?
Be sure that you are downloading and using the study guide from
my website! Please come see me today or Thursday for help!
Key Passages from Antigone
 Scene 3 (p. 1088):
 Lines 20-36
 Lines 57-74
 Scene 4:
 Lines 33-53
 Lines 58-70
 Scene 5:
 Lines 25-47
 Lines 70-83
 Lines 134-end
CATALYST #25
10.3
 Let’s continue reviewing for Friday’s test…
 Answer the following questions, based on your notes:
1.
What is an archetype?
2.
What is polytheism?
3.
What was the cause of the Trojan War?
4.
Based on the aftermath of his battle with Hector, what type of
character is Achilles? Explain why.
5. Imagine that you are King Priam. At the end of the Trojan War,
how would you be feeling? Explain why.
From ‘The Antigone’
Overcome -- O bitter sweetness,
Inhabitant of the soft cheek of a girl -The rich man and his affairs,
The fat flocks and the fields' fatness,
Mariners, rough harvesters;
Overcome Gods upon Parnassus;
Overcome the Empyrean; hurl
Heaven and Earth out of their places,
That in the Same calamity
Brother and brother, friend and friend,
Family and family,
City and city may contend,
By that great glory driven wild.
Pray I will and sing I must,
And yet I weep -- Oedipus' child
Descends into the loveless dust.
CATALYST #26
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1.
2.
3.
4.
5.
10.4
Have out your grammar review sheet for me to check.
Last items to review before the test…
How does Antigone’s attitude change from when she is first
brought before Creon to when she is sentenced to her living
tomb?
How does Creon change by the end of the play?
What is an allusion?
What is an apostrophe (not the punctuation mark!)?
When you encounter a reading passage on a test, what testtaking strategies do you use?
Key Literary Device Terms
 Parallelism: Use of the same structure in sentences or phrases
 "When you are right you cannot be too radical;
when you are wrong, you cannot be too conservative." –
MLK, Jr.
 Allusion: When one piece of literature references another piece
of a literature
 Apostrophe: Addressing an object or idea as if it were a person,
to show the importance of the object or idea
 Personification: Giving an object or idea human-like qualities
to make it easier to understand
Explicating Poetry
 1- Examine the situation in the poem
 Who is the speaker? Who is the audience? Is it being written with
regard to a certain event?
 2- Examine the structure in the poem
 Is it chronological? Cause and effect? Question and answer?
 3- Examine the language in the poem
 What poetic devices are used? Are words or phrases repeated?
 4- Examine the musical devices in the poem
 Does alliteration, consonance or rhyme add any effects?
 5- Write about your conclusions!
 What does this poem convey and how does it do so?
“From ‘The Antigone’”
 Read the poem again, annotating anything else that you find
to be interesting or significant.
 Then, walk through the rest of the poetry explication steps
by answering the questions on the back of the poem.
Socratic Seminar Questioning
 In a Socratic seminar, you as students hold a discussion around
the themes and issues presented in a text that we have read
together.
 For this seminar, you will focus on the themes/ideas of
1- tragic heroes, 2- hubris, 3- justice and 4- tyranny vs.
democracy as seen in Antigone.
 Using the question stems that you are provided, write 2
seminar-style questions.
 These questions will determine your entry into the seminar.
 Each question should address a different theme/idea in
Antigone.
FOR TOMORROW…
 Make sure you have a pencil with you!
 Be sure that you review everything on the study guide…
 Hero’s Journey
 Archetypes
 Grammar: Parts of Speech and parts of a sentence
 Mythology: Hero and adventure stories
 Mythology: Trojan War
 Antigone: Study your chart!
 “From ‘The Antigone’” poem analysis and poetic devices
 Mythology terms: monotheism, polytheism, hubris
Test Procedures
 You will need one sheet of paper and a pencil.
 On your test, code the following TEST ID:
 BLOCK 2: 836383535864
 BLOCK 4: 837720735864
 Write your name and code your student ID as well.
Once you finish the test…
 Turn in your Scantron and your test to the appropriate piles at the
front of my room.
 In the GREEN (senior-level) textbook, turn to p. 482 and read the
three passages that appear on p. 482- 486.
 Then, on a separate sheet of paper, answer questions #1-8 on p.
487
 These passages connect to some of what we will be reading in Unit 2.
Grade Reflections
 As you get back your vocabulary quiz, take out your bright
green/yellow tracking sheet and graph your grade. Label it
“Vocab Quiz 1”. In your journal, answer the following:
 1- Why do you believe that you got the score that you did on this
quiz?
 2- What will you do for the next quiz to improve or maintain
your score? What resources can you use in the future to prepare
for tests and quizzes?
 3- Compare your score on this quiz to your score on the first
quiz. What do you think made the difference in your score?
CATALYST #27
1.
2.
3.
4.
5.
10.8
After reading The Alchemist, do you believe in the idea of having
a Personal Legend? Why or why not?
At the end of the novel, Santiago asks for a lot of help from the
wind. What could the ‘wind’ be in our lives today? In other
words, what things might we need to help us in achieving our
personal legends?
Why do you think Santiago gets beaten so close to the end of
the novel, when he is finally about to achieve his goal?
At the end of the novel, Santiago realizes that he must go back
home to resume his life as a shepherd. How does this lead him
to the completion of his hero’s journey?
Did you enjoy reading The Alchemist? Why or why not?
Vocab Unit 2
 Read over the words that you will be responsible for in Unit 2.
 Write each word on the line of the sample sentence that you are
provided.
 Take notes on the pronunciation of each word as we go over
them.
 After we go over all of the words, choose 3 words and, like we
did last time, illustrate them in some way in your journal.
 Don’t write the word itself, so that someone else can guess the
word!!
The Alchemist
 Listen for the assignment that you are given.
 ASSIGNMENT 1:
 Consider what you read in The Alchemist.
 Identify 5 archetypes you found in the story.
 Provide a quote for each one.
 ASSIGNMENT 2:
 Consider what you read in The Alchemist.
 Identify 5 aspects of the hero cycle that you have found in Santiago’s
journey.
 Provide a quote for each one.
The Alchemist Short Project
 You will write a 2-3 page paper on The Alchemist.
 Your paper must include quotes that are cited and a Works Cited
Page. Use your copy of The Alchemist as your source, and use
www.easybib.com for your Works Cited page.
 You will choose from one of the following assignments:
 Choice 1: Trace the use of archetypes in The Alchemist
 You must include at least 6 archetypes in your paper.
 Choice 2: Trace Santiago’s completion of the hero’s journey in
The Alchemist.
 You must include at least 6 steps that he completed on his journey.
Creating an Outline
 Intro:




Attention grabber
Brief explanation of the story of The Alchemist
Connect to archetypes/hero’s journey
Thesis statement
 Body 1: Discuss first two steps of hero’s journey OR two archetypes
that are connected, using our paragraph structure
 Include at least 1 quote per step or archetype (2 quotes per paragraph)
 Body 2 Discuss next two steps of hero’s journey OR two archetypes
that are connected, using our paragraph structure
 Include at least 1 quote per step or archetype (2 quotes per paragraph)
 Body 3: Discuss final two steps of hero’s journey OR two archetypes
that are connected, using our paragraph structure
 Include at least 1 quote per step or archetype (2 quotes per paragraph)
 Conclusion: Re-cap main points and re-state thesis
CATALYST #28
10.9
 Have out your Choosing the Right Word for me to check.
Write about a time when you made a mistake. How did you
feel at the time? Did your mistake affect anyone else and how?
What happened after you made this mistake? Do you now act
any differently based on your mistake?
2. In your opinion, why do we make mistakes? Why do we, as
humans, have to make mistakes (other than just ‘to learn
something’)? What does this mean about who we are and how
we view ourselves? From where do we get our sense of right
and wrong?
3. Choose 3 of your vocabulary words from this unit and illustrate
their meaning in some way in your journal.
1.
 Don’t write the word beside them! Someone else will be guessing
their meaning in just a moment!
1.
Genesis 1-3 POP QUIZ
What does God do on the sixth day in Genesis 1?
He tells the man and woman that he will leave them alone
b. He gives the man and woman power over all of the plants and beasts
c. He tells the man and woman that they must obey his every word
d. He tells the man and woman to build themselves a shelter
a.
What does God tell the man in Genesis 2?
2.
He is free to do whatever he wants with no limitations
b. He alone must take care of the world
c. He can eat from every tree except for one
d. He must work hard if he wants to stay in the garden
3. What punishment does God give the man/woman in Genesis 3?
a. The woman will suffer great pain in childbirth
b. The man will have to eat dirt and dust for the rest of his life
c. The man will have to listen to the serpent from now on
d. The man and woman must never see each other again
a.
Chart the differences you find
between the two accounts of creation
as described in the Hebrew writing.
Genesis 1-2:4
Genesis 2:4b-3:24
 NO Catalyst today
 Take out your vocabulary book to go over last night’s
homework
The Hebrew Bible
 The Jewish people have often been called the “people of the book.”
 The “book” is the Hebrew Bible, which tells the history of the
Hebrews and presents the basic laws and teachings of the Jewish
faith.
 The contents existed first as oral tradition. Then, from
approximately 1000 to 100 B.C., the various parts were recorded
in Hebrew and Aramaic and assembled. Aramaic replaced Hebrew
around 400 B.C.
 In the Hebrew Bible, God, or Yahweh, tests human beings, who
must suffer the consequences of their actions when they fail to
obey him.
 But they may also experience the mercy of God and the eternal
promise of spiritual renewal.
What is Genesis?
 The Greek word genesis means “coming into being.”
 The Book of Genesis is the first book of the Torah; it reflects the
Hebrews’ beliefs about the origins of the world and contains the
core teachings of the Jewish faith.
 Most scholars today believe that Genesis is a combination of
narratives by different writers collected over several hundred
years.
 This may explain why Genesis contains two accounts of creation.
Taken together, the two creation accounts give us a fuller picture of
the Hebrews’ concept of God.
Literary Devices
 Repetition is the recurrence of words, phrases, or even
entire sentences or passages.
 Parallelism is the recurrence of phrases or word groups
with the same structure. Ex: I have a dream… I have a
dream…
 Both of these devices can create rhythm and build suspense
and dramatic intensity in a work of literature. It can also help
emphasize important words and ideas.
GENDER
 What is gender?
 One definition states: Gender is a range of characteristics
used to distinguish between males and females, particularly
in the cases of the masculine and feminine attributes assigned
to them
CATALYST #29
10.11
 Have out your vocabulary homework for me to check.
 Use 3 of your vocabulary words in a sentence each. Make
sure that your sentence shows the meaning of the word
clearly and uses the word as the correct part of speech.
 Then, choose 3 more words and, like you did earlier this
week, illustrate these words in some way.
 Be ready to share!
 Remember that your quiz is tomorrow!
Creation and Fall Questions
 FIRST, spend time preparing for your discussion by answering
the questions in your set.
 SET 1: Desiree, Hannah, Ryan, Tim
 SET 1: Grady, Evan, Colin
 SET 2: Michael, Bryan, Negar, Jessica
 SET 2: Brendan, Lucas, Bronson
 SET 3: Elizabeth, Shawn, Tia
 SET 3: Christian, Tori, Tally, Clark
Conclusions about Creation and Fall
 Look back at the questions that you answered and discussed
with your group: what conclusion can you draw about the
people who wrote these chapters, based on your responses to
the questions you were asked?
 Record 2 final conclusions that start with the following:
 Based on Genesis Chapters 1 through 3, the authors of this Hebrew
text believed/thought …
_________________________________________.
I will not be here tomorrow…
 You will still have your vocabulary quiz.
 You will NOT turn in your journals—they will be turned in
NEXT Friday instead.
 Be sure that, on Monday, you are ready to discuss all of the
flood readings, including the new one that is posted on my
website.
 Make sure that you have Kite Runner with you tomorrow!
CATALYST #30
10.15
 Considering all of the flood stories that you have read, which
one did you find most interesting or entertaining to read?
Why?
 Do you believe that a flood like this could have actually
happened? Why or why not?
 Preview your vocabulary words for Unit 3. Select 4 words
and incorporate them into your own mini short story
about a flood.
Subject Verb Agreement
 The grammar that we covered in Unit 1, along with subject-
verb agreement, will be on your midterm.
 Follow along with the notes that I provide in class and make
sure you are full participating in the practice!
Subject-Verb Agreement
A verb should agree in number with its subject!
 Singular subjects take singular verbs.
 Example: He washes the dishes. (He is a singular subject so
washes agrees.)
 Plural subjects take plural verbs.
 Example: They wash the dishes. (They is a plural subject, so wash
agrees.)
 Apply the rule of one ‘S’
 EITHER the subject OR the verb will have an ‘S’
Finding the Correct Subject
 The number of the subject usually is not determined by a
word in a prepositional phrase or clause following the
subject.
 Example: The apartments across the street do not have
balconies.
 Do have agrees with apartments, not street.)
PRACTICE!
 Choose the verb in parentheses that agrees with the subject.
 These pictures (show, shows) how noodles are prepared.
 First, the noodle maker (roll, rolls) out the dough as thin as
possible.
 Then, the cook (slice, slices) the folded layers.
 Next, the strands of noodles (is, are) separated and dusted
with flour to prevent sticking.
 After the noodles have dried a little, they (go, goes) into
boiling water or broth to cook.
Tata and Nena; Deucalion
 Read (or re-read) these flood stories.
 Start to consider how the people who wrote these stories
compare and contrast to the author of Noah and the Flood
Create this chart on your poster paper:
CATALYST #31
10.16
Have out your vocab homework for me to check.
1. Choose two of your vocab words and illustrate them in
some way.
Look back at the article that you read last night on “Evidence
Found of Flood”…
2. What do you think is the author’s purpose in this nonfiction
article?
3. Despite any faith-based beliefs, what evidence does Tim
Randford present that offers either support for or against a
“punishment” flood?
4. Is there any evidence of this article supporting a bias one way
or another? Why or why not?
Flood Stories Pop Quiz
In the story of Deucalion, how is the earth re-populated?
a. Mother Earth sprouts children from the flood waters
b. Zeus has children with Pyrrha, Deucalion’s wife
c. Prometheus disobeys Zeus and creates more people
d. The rocks thrown away by Deucalion become people
2. In the story of “Noah and the Flood,” how does Noah find out that the
flood waters are subsiding?
a. A dove brings him an olive branch.
b. A raven that flies from the ark never returns.
c. The animals on the ark begin to claw at the door.
d. God opens the door of the ark.
3. In the story of “Tata and Nena”, what punishment are they given for
eating the fish?
a. They starve to death.
b. They are transformed into dogs.
c. They cannot have children.
d. They must endure another flood.
1.
A negative construction following the subject
does not change the number of the subject
 Carl, not Juan and I, (is doing, are doing) the artwork
 Singular subject: Carl
 Singular Verb: is doing
 Burt, not Anne and Laura, (has, have) borrowed the bicycle
pump.
 Singular subject: Burt
 Singular Verb: has
Identify the subject and choose the
correct verb.
 A dish of cooked noodles mixed with sauce, broth, fish,
or vegetables (makes, make) a popular lunch.
 MAKES
 Noodle shops all over Japan (serves, serve) a variety of
noodle dishes.
 SERVE
 These shops, known for a quick bite, often (resemble,
resembles) fast-food restaurants in the United States.
 RESEMBLE
Flood Tale Analysis
 For each of the tales compare and contrast the following
(make sure your thoughts are easily identifiable,
coloring, numbers, shapes, etc):
 Repetition
 Roles of women and men
 Cause and effects of the flood
 How the culture impacted the causes and effects of
the flood.
 How the reasoning for the floods can help us to
identify cultural values and a perception of
Man/Woman
Shortened Agenda for 10/17
 Review synonyms and antonyms
 SVA practice sentences
 Questions regarding Alchemist paper
 Discuss informational article on flood
 Watch documentary tsunami clip
 Journal entry (if time)
Identify the subject and choose the
correct verb.
 A heaping basket of turnip greens (was, were) sitting on the
counter.
 Subject : basket
 Verb: Was
 The cost of two new snow tires, not necessary but helpful, (was,
were) more than I had expected.
 Subject: cost
 Verb: was
 The community college course on collecting stamps always
(attracts, attract) many people.
 Subject: course
 Verb: attracts
CATALYST #32
10.18
 Answer the following questions based on the Tsunami video:
1.
2.
3.
4.
5.
6.
What were people doing just before and/or when the tsunami
struck? Name at least 3 different activities shown on the video.
Do any of the people seen in the video seem to be ‘deserving’ of
a punishment flood? Why or why not?
Did anyone featured on the video expect there to be a tsunami
or some kind of disaster? Why or why not? Be specific!
What kind of destruction did the tsunami cause?
Based on the people featured in the video, what was it like to
witness the tsunami as it happened?
What connections can you make between this video and what
we have been reading about floods?
Tsunami: Caught on Camera
 http://www.youtube.com/watch?v=b9DMiy_DVok
What do you think is the filmmaker’s purpose in this
nonfiction video?
2. Despite any faith-based beliefs, what evidence does this
video present that offers either support for or against a
“punishment” flood?
3. Is there any evidence of this video supporting a bias one
way or another? Why or why not?
1.
Constructed Response
 Consider what you learned in the Noah,Tata and Nena, Deucalion and Epic
of Gilgamesh stories as well as the “Evidence of FloodVictims Found”
informational article and the Tsunami video
 How does reading/viewing various artifacts about a great flood better
inform your opinion about the possibility of and meaning behind such
an event? Write an extended response that addresses the following:
1.
2.
3.
4.
5.
How does having 6 sources about one topic allow you to create a stronger
opinion than just having 1 source?
How has your opinion about this type of event changed after
reading/viewing all of these artifacts?
Are you more or less willing to believe a worldwide flood actually
happened?
Do you believe that this flood was meant to be a punishment?
Do you believe that a higher power of any kind could be involved in an
event like a flood? Why or why not?
Collective Nouns
A collective noun names a group of persons or things.
Examples: army class herd group jury public
team audience
 A collective noun may be singular or plural, depending
on its meaning in a sentence.
 Use a singular verb when the noun refers to the group as
a unit; use a plural verb when the noun refers to the
individual parts or members of the group.
Collective Nouns
 Examples:
 The class have completed their projects.
 The class has elected its officers.
 *Notice that any pronoun referring to a collective noun has the
same number as the noun. In the first two examples, Their
refers to class (pronoun is plural), and its refers to class
(pronoun is singular).
Practice
 Determine if the verb is singular or plural.
 Then, select the correct verb in each sentence.
 The jury is/ are still arguing among themselves.
 The jury is/ are ready.
 The club is/ are wearing their new T-shirts.
 The club meets/ meet every Monday.