English 11-1 Agenda
Fall 2013
3 September 2013
• Welcome to Ms. Chaga’s 11-1 English Class!
• Daily Question (#1): If you had to lose one of your senses,
which would you choose? Why?
• Vocab (#2)
• Syllabus (#3)
• SSR Choices (www.mschaga.pbwiki.com)
• SSR Project Assignment Sheet (#4)
• Letter of Introduction (#5)
• Summer Reading Reflection (#6)
• 4 Truths and a Lie
• HOMEWORK: 1. Letter of intro due TOMORROW 2.
Syllabus, binder, SSR choice due FRIDAY 3. SSR Reflection
due on Google Drive FRIDAY **invite coming
4 September 2013
• Daily Question: List your top 2 or 3 choices for
SSR and explain what interests you about those
books in particular.
• Vocab
• Business items: Seats, Pictures, Letters, Summer
Reading Sheet, Google Drive, Summer Reading
Reflection
• Themes Practice and Discussion (#7)– Pulse app
or www.Pulse.me
• HOMEWORK: 1. Syllabus, Binder, SSR
choice/signature due FRIDAY 2. Summer Reading
Reflection due by 3pm FRIDAY
6 September 2013
• Daily Question: What literary techniques might/do authors
use to convey theme in a text? Any examples? (This is a
tougher question; just try )
• Vocab
• Collect SSR sheet, Syllabus/ Google Drive issues?/”On The
Spot”
• Themes Practice and Discussion (cont.) (#7)
• Literary Elements and Techniques (#8)
Plus (+) for know well, (*) for maybe know, (-) never heard
Glossing (#9)
• “Young Goodman Brown” (#10)
• “Young Goodman Brown” Questions (#11)
• HOMEWORK: 1. Read/gloss “YGB” with a focus on
questions for MONDAY 2. SSR texts for TUES 3. “On The
Spot” for MONDAY
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“On the Spot”
1 person each day (we’ll start with 2 to get the hang of it)
Each person should be prepared with a question or problem for the class to
discuss
– Questions should be text-centered, but not plot-based
– Should be based on what we are reading or have read
– Should stimulate debate, interpretation, discussion, analysis…etc.
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Examples:
Ambiguous, specific, and/or troubling imagery, diction, literary technique
– “I’m not sure how this metapor works…”
– Is the author/speaker suggesting _________ when she writes _______?”
– “The image of ________seems contradictory and I want to know what people think.”
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Character analysis
– “I’d like to discuss why __________did ________. What was his motivation?”
– “_________contradicts herself when she ___________.”
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Irony and Tone
– “I’d like to ask what people thought of the tone of this passage…”
– Is the speaker being critical of the character when he says…”
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Socio-political readings/reading through a “lens”
– “Why are the women/men in this text portrayed as _______________?
– “I think the speaker wants to make a political point when he says _________.”
“On the Spot” Continued
• Keep it simple.
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I noticed…
I was surprised by…
I thought it was strange that…
I’m wondering why the author would…
• 20 points
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20: Amazing questions; stimulated thought and discussion
16: Good questions. We talk about them.
12: A question.
0: Not prepared
• (credit to Mr. Mullen for concept)
9 September 2013
• Daily Question: Nathanial Hawthorne descended from John
Hathorne, one of the Salem Witch Trial judges. Many historians
speculate that Hawthorne added the “w” to his name as a means of
distancing himself from his great-grandfather’s legacy. How does
this revelation impact your reading of “YGB”?
• Vocab
• Review terms (#8)
• “On the Spot”
• Discussion in groups (#11)
• YGB reading quiz
• “A Good Man is Hard to Find” (#12)
• Guided Questions for AGMIHTF (#13)
• HOMEWORK: 1. “A Good Man is Hard to Find” for TOMORROW
(read/gloss) 2. Literary Elements Common Quiz (80%) on FRI 3. SSR
book for TOMORROW!!
10 September 2013
• SSR– 30 mins
• Daily Question: Explain The Misfit’s statement,
“She would have been a good woman…if it had
been somebody there to shoot her every minute
of her life.”
• Vocab
• On the Spot
• “A Good Man Is Hard to Find” Writing (#14)
• HOMEWORK: 1. Literary Elements Quiz FRIDAY 2.
SSR Thursday
11 September 2013
• No Daily Question/Vocab
• 102 Minutes
• Response: Choose a medium to react to the
documentary. It may take any form that you wish
(poem, journal entry, photo, drawing, short
story…etc.).
• HOMEWORK: 1. “A Good Man Is Hard To Find”
Writing Activity TOMORROW (bring your glossed
text) 2. SSR Tomorrow 3. Literary Terms Short
Story Quiz on FRIDAY
12 September 2013
• SSR– 30 minutes
• Daily Question: Identify 2 examples in pages 1-2 of
AGMIHTF of direct characterization of the grandmother
and explain why the author includes this description.
• Vocab
• Review Lit Terms for Quiz with AGMIHTF questions
• “A Good Man is Hard to Find” Writing Activity (#14)
• HOMEWORK: 1. Lit Terms Quiz TOMORROW (bring a
pencil)
Terms to Understand
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Characterization
Climax
Connotation
Diction
Inference
Irony
Mood
Point of View
Symbol/symbolism
Theme
Tone
13 September 2013
• Literary Terms Common Quiz (#2 pencil, you MAY
write on/gloss the story and the quiz)
• Daily Question : What adjectives (try to come up
with at least 2) best describe the tone of the
note? Use evidence to support your choices.
• Vocab
• Analyzing rubrics (multiple pages) (#15) and
rubrics (#16-21)
• Peer Review/ Rationation (#22)
• HOMEWORK: 1. Gatsby Chapter 1 due MONDAY
2. On the Spot – Bl 3: Claire and Emilie Bl 4: Sean
M. and Julia
Gentlemen: I received your letter today by post,
in regard to the ransom you ask for the return
of my son. I think you are a little high in your
demands, and I hereby make you a counter
proposition, which I am inclined to believe
you will accept. You bring Johnny home and
pay me two hundred and fifty dollars in cash,
I agree to take him off your hands. You had
better come at night, for the neighbors
believe he is lost, and I couldn’t be
responsible for what they would do to anyone
they saw bringing him back.
Very respectfully,
EBENEZER DORSET
Rubric Analysis
1. Keystone Persuasive Rubric
2. AP English Lit Rubric
3. PA Writing Rubric
4. ACT Writing Rubric
5. SAT Writing Rubric
6. Common Core Standards Rubric
Combined Groups (Block 3)
GROUP 1  Taylor, Scott, Claire, Kevin, Liam,
Nate
GROUP 2  Cristin, Jackie, Shannon, Joe, Zech,
Brianna, and Sam
GROUP 3 Emilie, Sarah, Owen, Gillian,
Michael, Zach, and Pat
Combined Groups (Block 4)
GROUP 1  Lara, Austin, Rebecca, Shannon,
Joey, and Jamila
GROUP 2  Sean K, Sarah, Kris, Noa, Regan, Pat,
and Gianna
GROUP 3  Sean M, Mary, Jessica, Ainsley, Julia,
and Kerri
16 September 2013
• Daily Question: What skills do critical readers use when
beginning a new text and making inferences?
• Vocab
• “On The Spot” (Claire/Emilie, Sean M, Julia)
• Gatsby Ch. 1 Anticipation Guide(#22)
• Gatsby Objectives (#23)
• Hidden Rules of Class (#24)
• HOMEWORK: 1. Background Lecture Notes (#25) gloss
for connection to Ch. 1 2. Gatsby Ch. 2 for WEDNESDAY
3. Vocab Quiz FRIDAY 4. On The Spot for WEDNESDAY–
Shannon, Taylor Bl 4– Jamila, Austin
17 September 2013
• SSR– 30 minutes
• Daily Question: What do you think is the most
important element in “good” writing? Explain.
(Feel free to look over the various rubrics)
• Vocab
• Student Writing Review
• Ratiocination (#26)
• Writing Review (write your #)  (#27)
• Discuss Gatsby Ch. 1 connections  (#25)
• HOMEWORK: 1. Gatsby Ch. 2 due TOMORROW
(Shannon/Taylor, Jamila/Austin = “On the Spot”)
2. Vocab Quiz FRIDAY
• TOPIC + POSITION + REASON(S)
• SO WHAT? (what’s the point?)
• Does the thesis pass the “how” and “why” test?
• PITHY (concise but expressive) WORD CHOICE
1. Through this story she is trying to say that people
are neither good nor evil by human nature.
2. Flannery O’Connor shows how human nature is
corrupt and causes people to think better of
themselves in comparison to other people.
3. One of these points is that a person should wait
until they’re feeling threatened to become a better
person.
4. In Flannery O’Connor’s short story “A Good
Man is Hard to Find”, the author comments on
how humans are rude and how there’s no good
in anyone as evidenced by the personalities of
the characters.
5. What Flannery O’Connor is commenting on is
that when people are faced with the fear of
death they will become a “good” person if they
feel the guilt of being bad.
6. What Flannery O’Connor is trying to say about
human nature is that some people can’t be
saved and truly are all evil.
7. Although some authors don’t make it known
as to what they’re commenting on in their
stories, Flannery O’Connor does make it known
by having the misfit in the story and having the
misfit kill the entire family.
8. I think her commentary is trying to say their
(sic) is both good and evil in everyone.
9. The commentary that Flannery O’Connor is
making about humanity is that no one is truly
good nor evil, and that realization or epiphanies
have an effect on people.
1. The comment is that most people don’t act
the way they should until something serious
is about to happen.
2. In “A Good Man is Hard to Find” by Flannery
O’Connor, the author conveys to the reader
that no person can only do good, each
character in the story has flaws which shapes
the plot.
3. In the short story “A Good Man is Hard to
Find” by Flannery O’Connor, the author
shows the darker side of human nature; this
is shown by the actions of the grandmother,
the children, and the Misfit.
4. In “A Good Man is Hard to Find” by Flannery
O’Connor, the author is making the commentary
about human nature that children with a lack of
parenting tend to act out, humans often tend to
ignore their mistakes out of embarrassment, and
that childhood traumas can impact decisions made
as an adult.
5. Throughout the story she is showing the readers
how humans can be unjust and bias. This point is
proven though the Misfit’s eyes.
6. Through the story “A Good Man is Hard to Find,”
Flannery O’Connor wants to show that human
nature has numerous flaws.
18 September 2013
• Daily Question: Synthesize your knowledge of the
background of this text (#25) and the specifics of chapters 1
and 2 and write one arguable statement.
(Example: Tom Buchanan is a prime example of the “Age of
Intolerance” and the “us vs. them” mentality. This attitude is
shown in his reference to the racist book in chapter 1.)
• Vocab
• Review Common Lit Terms Quiz– Self-Analysis
• On The Spot
• “Why Generation Y is Unhappy” Gloss/SOAPS (#28, #29)
• Marxism and Gatsby ( #30)
• HOMEWORK: 1. Chapter 3 for FRIDAY 2. On The Spot– 3.
Vocab Quiz FRIDAY 3. Finish #28/29
19 September 2013
• SSR– 30 minutes
• Daily Question: What is the tone of the “Why Generation Y
is Unhappy” article? How do you know? (Use specific word
choice to support your answer)
• Vocab
• Lit Terms Quiz Revision– mark number, explain the correct
answer.
• Vocab Quiz Review – vocab baseball
• Discuss SOAPSTone for “Why Generation…” (#28/#29)
• HOMEWORK: 1. Gatsby Chapter 3 due TOMORROW 2. On
the Spot– Joe and Jackie and Kris and Sarah 3. Vocab Quiz
TOMORROW
REVISIONS!
• We will be giving you half credit (each
question was worth 2 pts, you will gain 1).
• Explain WHY the correct answer IS the correct
answer using complete sentences.
• Label each question with the number.
20 September 2013
• Daily Question: What do you make of Nick’s closing line for
chapter 3? (“Everyone suspects himself of at least one of
the cardinal virtues and this is mine: I am one of the few
honest people that I have ever known.”) (Cardinal virtues=
4 main moral virtues in Christian teachings. Justice,
Prudence, Temperance, and Fortitude)
• Vocab
• Vocab Quiz
• On the Spot (Joe/Jackie), (Kris/Sarah)
• Gatsby and Marxism  #30
• HOMEWORK: 1. Chapter 4 Gatsby due MONDAY 2. On the
Spot– Block 3: Nate/Zach S. Block 4: Jessica/Sean K.
What role does Marxism play in terms
of setting and characterization?
• Analyze your assigned aspect/character
through a Marxist lens. Find TWO quotations
to support your point.
• 1. East Egg/West Egg (Joe/Zach, Nate/Kevin)
• 2. Valley of Ashes (Gillian/Emilie, Sarah/Liam)
• 3. Daisy (Owen/Claire, Brianna/Jackie)
• 4. Tom (Sam/Michael, Zech/Shannon)
• 5. Myrtle (Taylor/Cristin, Pat/Scott)
What role does Marxism play in terms
of setting and characterization?
• Analyze your assigned aspect/character through a
Marxist lens. Find TWO quotations to support
your point.
• 1. East Egg/West Egg (Sean K./Kerri,
Julia/Shannon)
• 2. Valley of Ashes (Austin/Mary, Katie/Pat)
• 3. Daisy (Jessica/Noa, Jamila/Regan)
• 4. Tom (Ainsley/Rebecca, Gianna/Lara)
• 5. Myrtle (Kris/Sean M., Sarah/Joey)
Marxist Criticism Quotations
• “I lived at West Egg, the – well, the least fashionable of
the two, though this is a most superficial tag to express
the bizarre and not a little sinister contrast between
them. My house was at the very tip of the egg, only
fifty yards from the Sound, and squeezed between two
huge places that rented for twelve or fifteen thousand
a season. The one on my right was a colossal affair by
any standard … My own house was an eyesore, but it
was a small eyesore, and it had been overlooked, so I
had a view of the water, a partial view of my neighbor's
lawn, and the consoling proximity of millionaires—all
for eighty dollars a month.”
Marxism cont.
• "I told that boy about the ice." Myrtle raised
her eyebrows in despair at the shiftlessness of
the lower orders. "These people! You have to
keep after them all the time."
• She looked at me and laughed pointlessly...
And still continued…
• “There was music from my neighbor's house through the
summer nights. In his blue gardens men and girls came and
went like moths among the whisperings and he champagne
and the stars. At high tide in the afternoon I watched his
guests diving from the tower of his raft, or taking the sun
on the hot sand of his beach while his motor-boats slid the
waters of the Sound, drawing aquaplanes over cataracts of
foam. On week-ends his Rolls-Royce became an omnibus,
bearing parties to and from the city between nine in the
morning and long past midnight, while his station wagon
scampered like a brisk yellow bug to meet all trains. And on
Mondays eight servants, including an extra gardener, toiled
all day with mops and scrubbing-brushes and hammers and
garden-shears, repairing the ravages of the night before.”
23 September 2013
• Daily Question: Using a Marxist/Social-Class lens, what is the significance
of the following passage? “My dear, I’m going to give you this dress as
soon as I’m through with it. I’ve got to get another one tomorrow. I’m
going to make a list of all the things I’ve got to get. A massage and a wave,
and a collar for the dog, and one of those cute little ash-trays where you
touch a spring, and a wreath with a black silk bow for mother’s grave
that’ll last all summer. I got to write down a list so I won’t forget all the
things I’ve got to do"(36).
• Vocab
• Video Clip and Class Rules– (#31) Analyze the type of taken-for-granted
information:
· what is the knowledge about?
· how and where does one learn it?
· how do you gain access to the people and places where it can be
learned?
What conclusions can you draw about the nature of the hidden
knowledge necessary to be successful in each social class?
• Queen of Versailles – Marxist Analysis?
• Marxism Continued (Hand in ONE paragraph from your group)
• HOMEWORK: 1. Hold on off Chapter 4 “On the Spot” until TOMORROW 2.
Chapter 5-- Wed
24 September 2013
• **Before SSR– finish up your Marxism/Social-Class lens
paragraphs in groups and hand in! You have until 1:10!
• SSR– 30 minutes
• Daily Question: Brainstorm a list of words for the color RED.
Write at least 4 (These may be shades). Which has the most
positive connotation? Which has the most negative?
Explain.
• Vocab
• Chapter 4 “On The Spot”: Nate/ Zach, Jessica/Sean K.
• Formalist Criticism (#32)
• Color Associations in Pairs/Groups
• Color Journal (#33)
• HOMEWORK: 1. Chapter 5 for TOMORROW 2. “On The
Spot” = Brianna/Owen, Kerri/Gianna 3. At least 2 examples
for your color for TOMORROW
Color Groups Block 3
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Orange: Nate and Cristin
Yellow: Kevin and Shannon
Blue: Liam and Emilie
Red: Owen and Michael
Green: Taylor and Zack N.
Brown: Gillian and Pat
Purple: Jackie and Joe
Black: Claire and Zach S.
Gray: Sarah and Sam
White: Brianna and Scott
Color Groups Block 4
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Orange: Regan and Ainsley
Yellow: Gianna and Sean M.
Blue: Mary and Shannon
Red: Pat and Noa
Green: Julia and Sean K.
Purple: Kerri and Jessica
Black: Rebecca and Kaytie
Gray: Lara and Jamila
White: Kris and Austin
TASK:
• On a piece of looseleaf paper record the
following:
• 1. Shades (our red example)
• 2. Connotations/Associations
• 3. Symbol (draw)
• 4. Which character from Gatsby is best
represented in this color? Why?
25 September 2013
• Daily Question: Which color do you most associate with the novel
thus far? Why?
• Vocab
• Chapter 5 Pop Quiz
• After the quiz– work to find 2 examples of your color in the book so
far.
• On the Spot –Brianna/Owen, Kerri/Gianna
• Choosing and Using Quotations-- #34
• Revision of your paragraphs
• Explain/analyze how color imagery and symbolism provides a
deeper understanding of a character.
• HOMEWORK: 1. Chapter 6 for FRI 2. Finish your color paragraph
tonight. 3. Kevin and Sam, Kaytie and Rebecca On The Spot for Fri
26 September 2013
• SSR– 30 minutes
• Daily Question: Step one: List 4 words that
describe you. Step two: Think of synonyms for
these words (you may use phone thesaurus).
Why did you not choose the synonym instead?
What made your word “better”?
• Vocab
• Connotation– (#35)
• Gatsby Film
• HOMEWORK: 1. Chapter 6 for TOMORROW 2.
Kevin/Sam, Kaytie/Rebecca “On the Spot” for
TOMORROW
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Friendly
Intelligent
Flexible
Awkward
Quixotic
27 September 2013
• Daily Question: What is the significance of the connotation
of the word “Great” in the title, The Great Gatsby? Think
how it might change if it were instead, “Gigantic,” or
“Fantastic” or “Wonderful”?
• Vocab
• On the Spot  Kevin/Sam, Kaytie/Rebecca
• Connotation of Gatsby Names (#35)
• Connect Rhetorical Choices to Meaning (#36)
• In pairs, complete “diction”
• Continue Gatsby Film
• HOMEWORK: 1. Chapter 7 – TUES 2. On the Spot -• Gillian/Sarah, Noa/Lara
Diction Example #1
• The word “overpopulated” used to describe
Gatsby’s lawn at a party conveys extravagance
because Gatsby lives in excess. This is significant
because “overpopulated” not only represents the
high number of people at one of his parties but
also Gatsby’s all-consuming goal in life to want
more and have more. Examples of this reflection
include the gaudiness of Gatsby’s mansion, the
overabundance of food, and the overall lack of
real friendship; Gatsby attempts to fill an empty
void with empty excess.
Diction Example #2
• The word “moths” used to describe those who
attend Gatsby’s parties conveys impersonality
because moths are insignificant, blandlooking, and flock dumbly to light. This is
significant because the guests who go to
Gatsby’s parties do not know him personally
and instead use him for his parties. They are
characterized as similar-looking and behaving,
and they migrate to Gatsby’s parties like
moths to a light.
Diction Example #3
• The word “throbbing” used to describe New York
traffic conveys heightened excitement since the
lanes of the city street are overcrowded during
rush hour. This is significant because Fitzgerald is
able to illustrate the chaotic sense of city life; it
tells the reader about New York’s atmosphere in
the 1920s.
• Focus on the WORD– what is throbbing like? How
could that be significant?
Diction Example 3rd block #1
• The word “roaring” is used to describe how drunk
Nick wants to get at Gatsby’s party in order to
have a good time. This conveys Nick’s and other
peoples’ attitude during the roaring twenties. It’s
significant because Fitzgerald consistently
references the roaring twenties time period and
this word connects to the roaring twenties motif.
• Focus on the WORD– what is the connotation of
roaring? Why this particular word?
Diction Example block 3 #2
• The word “powdered” was used to describe
Catherine, Myrtle’s sister’s complexion. How it is
cakey in reality, but she thinks it looks high class
and elegant. In truth she puts on this façade of a
high class woman when she’s willing to “put
herself out there” and sell herself. This is a display
of someone who is acting and believes they are
higher socially than they are.
• FORMAT? Why is this significant to the story?
Diction Example block 3 #3
• The phrase, “like Kant at his church steeple…”
(Fitzgerald 93) is used to describe how Nick’s gaze
at Gatsby’s home was almost philosophical in
that Gatsby’s home was a symbol of Gatsby’s own
godliness. This contrast’s with Nick’s simple
lifestyle. This is significant because Gatsby’s home
is better than other mansions because it gives a
sense of philosophical knowledge while showing
Gatsby’s reputation in society as an individual
superior to the rich.
• OK…cool idea! I loved the beginning, but I lost
you near the end.
30 September 2013
• Daily Question: Is Gatsby or Nick the protagonist
of the novel? Explain your choice.
• Vocab
• Connect Rhetorical Choices to Meaning (#36)
• Diction and Imagery
– Find TWO options for each individually, THEN, work
with your partner to decide/write your paragraphs.
– Hand in your diction example by: 11:35
• Gatsby Film Continued
• HOMEWORK: 1. Chapter 7 TOMORROW 2. On the
Spot– Gillian/Sarah, Noa/Lara
Diction Block 4 Example #1
• The word “slunk” used to describe how Nick
moved when he went to the direction of the
cocktail tableconveys awkwardness and how
he feels out of place because he is aomong
many people in the upper class and he’s more
lower class. This is significant because it shows
the difference between the classes and how
they feel around each other.
• OK start. Why does slunk convey
awkwardness? What about its connotation
says that?
Diction Example Block 4 #2
• The word “vacuous” used to describe personality
conveys the people having a good time at the
party. Because in that scene people were care
free and full of reckless decision making. This is
significant because it shows Gatsby doesn’t care
about his home or belongings because as long as
people keep showing up he will find Daisy.
• Good choice of word-- >Vacuous = EMPTY,
mindless, hollow like a vacuum.
• So why specifically vacuous?
Diction Example Block 4 #3
• The phrase “picking his words with care” used to
describe Gatsby’s speech conveys secrecy and
carefulness because he makes sure to say very
little about himself and only says what be
believes people want to hear. This is significant
because it sets up the book in that it shows why
Gatsby speaks the way he does. People don’t
really know him, they know what he tells them,
which is based off of what he thinks they want to
hear. It makes the reader see that they can’t
really trust what he says.
Imagery Example #1
• The image of Dr. Eckleberg’s eyes on the billboard
represent sight or insight (and therefore blindness).
The characters have very little self-knowledge or
knowledge of one another. For example, Daisy does not
really know how to identify herself and how to react to
her husband’s affair. Even the “Great” Gatsby is blind.
He is blinded by dreams of seeing Daisy again and the
possibility of rekindling a relationship. The only
character who appears to see what is happening
around him is Nick; the eyes might also be God-like
because they see everything.
Imagery Example #2
• The image of Gatby’s Rolls-Royce becoming an
“omnibus” conveys a picture of a low class man
because the reader realizes that even though
Gatsby outwardly appears to be a man of high
class, it is apparent that he is new money through
his use of expensive cars to transport people. This
is significant because the reader sees what’s
underneath Gatsby’s extravagant experience.
• OMNI = every
• Discussion of the bus imagery itself?
1 October 2013
• SSR– 30 minutes
• Daily Question: The sentence, “So we drove on towards death through
the cooling twilight” (143 (yellow) or 136) is
A. a metaphor.
B. an example of weather reflecting life.
C. used to build suspense and foreshadow upcoming trouble.
D. used to contrast the coolness of the evening to the heat of the day.
– EXPLAIN
• Vocab
• Chapter 7 quiz
• On the Spot— Gillian/Sarah, Noa/Lara
• Imagery Example (#36) you may choose your partner or work
individually.
• HOMEWORK: 1. Chapter 8 for TOMORROW (On the Spot– Emilie/Zack,
Rebecca/Julia) 2. Chapter 9 for FRIDAY (On the spot—Pat, Kris )3.
Vocab Quiz MONDAY 4. Gatsby Exam TUESDAY 10/8
2 October 2013
• Daily Question: Do you believe Nick is a
reliable or unreliable narrator? Explain using
specific evidence from the text.
• Vocab
• On the Spot Ch. 8– Emilie/Zack, Rebecca/Julia
• Whose Truth is True? (#37) due FRI
• Gatsby Film
• HOMEWORK: 1. Chapter 9 for FRIDAY (On the
Spot—Pat, Kris) 2. Vocab Quiz MONDAY 3.
Gatsby Exam THURSDAY
3 October 2013 (Ms. Chaga Absent)
• SSR– 30 minutes
• Daily Question: Analyze Nick’s actions and remarks in
the following quotation: “You’re worth the whole
damn bunch put together. I’ve always been glad I said
that. It was the only compliment I ever gave him,
because I disapproved of him from beginning to end”
(162).
• Vocab
• “The Trouble With Nick” (#38) Read and gloss
• Finish yesterday’s work with Whose Truth is True?
(#37) due TOMORROW
• HOMEWORK: 1. Chapter 9 TOMORROW (On the Spot—
Pat, Kris) 2. Vocab Quiz MONDAY 3. Gatsby Exam
THURSDAY
4 October 2013
• Daily Question: Discuss the irony of the title, The Great
Gatsby. What might be a better title? Explain. (Also
consider Fitzgerald’s last minute change to Under the Red,
White, and Blue.)
• Vocab questions?
• “On the Spot”– Pat, Kris
• Whose Truth is True?? Discussion/Nick’s Narrative Voice
(#37, #38)
• End of Book Discussion Questions (#39)
• Film
• HOMEWORK: 1. Vocab Quiz MONDAY 2. Gatsby exam
THURSDAY
7 October 2013
• Daily Question: How is the final scene of Gatsby different
when you read it? What emotion does that conjure up and
how does that change when you’re seeing it simultaneously
represented on the screen and narrated?
• Vocab QUIZ
• New Vocab
• Gatsby Review Sheet (#40)
• Chapter Groups– Formalist Criticism Powerpoint (#32/36)
**re-read your chapter either together or individually
• HOMEWORK: 1. Find Gatsby passage for WEDNESDAY 2.
Gatsby Exam THURSDAY 3. Pwpt presentations WEDNESDAY
Gatsby Formalist Powerpoint Groups
Block 3
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Chapter 1: Joe and Pat
Chapter 2: Gillian and Jackie
Chapter 3: Nate and Zach S.
Chapter 4: Michael and Kevin
Chapter 5: Claire and Cristin
Chapter 6: Owen and Liam
Chapter 7: Sam, Scott, and Sarah
Chapter 8: Emilie and Zack N.
Chapter 9: Shannon, Taylor, and Brianna
Gatsby Formalist Criticism Powerpoint
Block 4
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Chapter 1: Rebecca and Sarah
Chapter 2: Kris and Joey
Chapter 3: Julia, Austin, and Pat
Chapter 4: Jessica and Ainsley
Chapter 5: Shannon and Jamila
Chapter 6: Sean K. and Noa
Chapter 7: Kaytie, Gianna, and Sean M.
Chapter 8: Kerri and Regan
Chapter 9: Lara and Mary
Example Theme
• Although the upper class can hide
imperfections with a façade of money,
loneliness and alienation from each
other are even more pervasive when
excessive wealth and power are involved.
Example: Plot
• A. Suspense: Tom’s affair with Myrtle/does Daisy
know?
• B. Foreshadowing: Daisy saying “What Gatsby?”
• C. Flashback: N/A
• D. Atmosphere…etc.
• HOW DOES THE PLOT INFLUENCE THE THEME?
• INCLUDE ONE DIRECT QUOTE.
• CAN BE MORE THAN ONE SLIDE FOR EACH.
8 October 2013
• SSR--30 minutes
• Daily Question: When Gatsby asks his friend Klipspringer to
play a song on the piano, he plays “Ain’t We Got Fun.” The
chorus goes: “Ev’ry morning, ev’ry evening, ain’t we got
fun. Not much money, oh but honey, ain’t we got fun. The
rent’s unpaid, dear, we haven’t a bus. But smiles were
made, dear, for people like us…. There’s nothing surer, the
rich get rich and the poor get children. In the meantime, in
between time, ain’t we got fun.” What do you think this
popular song from 1921 is saying about class struggle? Why
does Fitzgerald refer to it in the book?
• Vocab
• Group Work Time! Hooray!
• HOMEWORK: 1. Gatsby Review + your passage/questions
due TOMORROW 2. You will have 30 minutes tomorrow to
finish your project and prepare your FIVE MINUTE
presentation 3. Gatsby Exam THURSDAY
9 October 2013
• Daily Question: Test your group’s theme for “truth.”
Meaning, list and explain a time (in film, literature,
history, art…etc.) where it was also shown to be true.
(Example: In Great Expectations, Miss Havisham lives “up
town” and is greatly privileged; however, her privilege
comes with isolation behind great iron gates.)
• Vocab
• 30 minutes in groups
• Group presentations (5 minutes each!)
• HOMEWORK: 1. Gatsby exam TOMORROW– review
notebook page 8 as well as formalism!
10 October 2013
• Daily Question: Answer yesterday’s question. Today is a
freebie.
• Test your group’s theme for “truth.” Meaning, list and
explain a time (in film, literature, history, art…etc.) where it
was also shown to be true.
(Example: In Great Expectations, Miss Havisham lives “up
town” and is greatly privileged; however, her privilege comes
with isolation behind great iron gates.)
• 2 Vocab Words
• Review Sheet (#40)
• Gatsby Exam (stack your book on the shelf when you’re
finished the test!)
• SSR
• HOMEWORK: None! Enjoy it  2. Tomorrow we will
continue the rest of the presentations!
11 October 2013
• Daily Question: *Fun Friday* If one of your
parents was to be a famous person from any time
period in history, who would you want them to
be? Why?
• Vocab
• Presentations (continued) – Chapter 5-9
• Minority Literature Circles: Pre-Reading Activity
(#41)
• HOMEWORK: SSR books need to be finished by
Halloween. Midterm essay will be Friday, Nov. 1
14 October 2013
• Daily Question: What is the most defining
characteristic of identity: gender, race, socioeconomic status, culture, language, nationality or
something else? Explain.
• Vocab
• Presentations (Finally!)
• Group planning Calendar (#42)
• HOMEWORK: 1. Bring in a photo for yourself in a
context that is significant for you. Be prepared to
tell the story of the photo to a partner. 2. First lit
circle WED
Breath, Eyes, Memory
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Shannon
Pat
Sam
Cristin
Zack
Flight Behavior
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Michael
Claire
Sarah
Emilie
Gillian
Their Eyes Were Watching God
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Liam
Owen
Taylor
Bri
Jackie
The Roundhouse
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Joe
Kevin
Nate
Zach
Scott
Their Eyes Were Watching God
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Gianna
Jess
Rebecca
Ainsley
Kerri
Roundhouse
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Julia
Sean K.
Noa
Sean M.
Kaytie
Breath, Eyes, Memory
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Shannon
Jamila
Joey
Kris
Regan
Flight Behavior
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Austin
Pat
Sarah
Lara
Mary
15 October 2013
• SSR– 30 minutes
• Daily Question: Consider yesterday’s daily question. Other
than the broader “culture,” what specific element has has
the most significant impact on your own developing
identity? Explain. (Race, language, culture, gender, family,
ethnicity, sexuality, religion, language…etc.)
• Vocab
• Language as Cultural Identity Assignment  (#43)
• Literary Circle Roles  (#44)
– *each person must take the role of discussion director at least
once. You need a discussion director for each of the six meetings
(you have 5 people in your group– do the math)
• HOMEWORK: 1. 1st lit circle/role due TOMORROW 2.
Memory as Cultural Identity Creative Piece (3-5 pages) due
Mon. 10/28
16 October 2013
• Daily Question: We will be focusing on four “mini-lessons”
about aspects of identity during this unit. They will include
socio-economic class, gender, race, and language. Each will
include a reading and a video component. What do you think
we should use as our fifth focus within the components of
identity? Why? What information should we investigate for
this? Explain.
• Vocab
• Lit Circles– spend 2-3 minutes on each person’s role first. Leave
the discussion director’s questions for last and branch off from
there. (approx 30 minutes)
• Introduction to Synthesis Essay – Notes (#45)
• Cell Phone Synthesis Practice– (#46)
HOMEWORK: 1. Write Intro Paragraph for today’s Synthesis for
TOMORROW (Google Drive) 2. Lit Circle FRI 3. Cultural Identity
Paper due 10/28
17 October 2013
• SSR– 30 minutes
• Daily Question: How does socio-economic class play a
role in your lit circle text? Explain.
• Vocab
• Synthesis paragraph examples + introduce outline 3
examples
• Social Class in America (#47)
• PBS: (People Like Us: Social Class in America)
• HOMEWORK: 1. Revised synthesis paragraph/3
examples for MON. 2. Vocab Quiz MON. 3. Respond to
social class questions on Google Drive tonight.
18 October 2013
• Daily Question: What does it mean to “act like a man”?
What does it mean to “act like a lady”? What do we call
people that do not fit inside these “boxes”? (Please be
candid here– we can be respectful while actually talking
about the issue)
• Vocab
• Lit Circle– 20 minutes
• “Why Boys Don’t Play With Dolls” (#48)
• “Boys Will Be Boys? Not in These Families” (#49)
• Video clips– “What Would You Do?” and “Target Women”
and “As Gender Roles Change are Men Out of Step?”
• HOMEWORK: 1. Revise your Synthesis paragraph and
reasons for MON. 2. Vocab quiz MON. 3. Lit Circle MON. 4.
Respond to gender prompt on Google Drive for TUES.
21 October 2013
• Vocab Quiz
• Daily Question: Without any additional background knowledge, write a
thesis statement for the following prompt: “Take a position that defends,
challenges, or qualifies the claim that television has had a positive impact
on presidential elections.”
• Vocab
• Lit Circle Groups– 20 mins
• TV Synthesis Prompt  (#50)
• Synthesis Scoring Guidelines  (#51)
• Grading Sample Student Responses  (#52)
• Student grades with explanation  (#53)
• HOMEWORK: 2. Gender response on Google Drive for TOMORROW 3. Lit
Circle for WED 4. Cultural Identity and Memory Assignment due TUES.
**This is a change 4. For FRIDAY– bring in an item that represents an
aspect of your family history. Try to stay away from photographs, but if
artifact is too fragile/cumbersome, it is allowable.
22 October 2013
• SSR– 30 minutes
• Daily Question: Is the promotion of “colorblindness”(the
idea that ignoring or overlooking racial or ethnic
differences promotes racial harmony) a positive or a
negative idea for our society?
• Vocab
• Discuss Cultural Identity and Memory Assignment
(Rubric #54)
• Race Literacy Quiz  #55
• “Colorblindness”  #56
• WWYD Race/ Race: The Power of an Illusion
• Begin reading/glossing “Walk On By”  #57
• HOMEWORK: 1. Race response on Google Drive for
THURSDAY 2. Lit Circle TOMORROW 3. Family artifact for
FRI 4. Identity Assignment due TUES (Google Drive – 3-5
pages– 1 ½ pages for memories, 1 ½ for analysis)
24 October 2013
• SSR– 30 minutes
• Daily Question: Are certain languages privileged over
others? Why or why not?
• Vocab
• Language articles  (#58) Gloss, summarize, and be
prepared to share your favorite line (on #59)
• Language Clips
• HOMEWORK: 1. Language prompt for TOMORROW on
Google Drive 2. Family artifact for TOMORROW 3.
Memory and Identity Assignment due TUESDAY (share
with me on Google Drive) 4. Lit Circle TOMORROW
25 October 2013
• Begin with Lit Circle– 20 minutes
• Daily Question: Would you want to be able to remember
every moment of your life? Why or why not? How would
such an ability affect your identity? Explain
• Vocab
• News Clip
• Artifacts– When/Where/How do you think this was
used/was important? What questions do you have about
this artifact?
• Self-Defining Memory Task #60
• List 2 memories back of the loose-leaf #61
• “What Your Most Vivid Memories Say About You”  #62
• HOMEWORK: 1. Last Lit Circle MONDAY! 2. Memory and
Identity Paper (3-5 pages) due TUESDAY (share directly with
schaga@haverfordsd.net on Google Drive)
28 October 2013
• Daily Question: Read, “Hand - Me - Down Memories? Not Here.”
(#63) List what mementos from your childhood you still hold on to,
and why. What do you think of Ms. Slatalla’s realization that “When
you hold on to the past too hard, and for no better reason than
simply because it happened to you, it can start to take up so much
space that you don’t have room to try something new”?
• Vocab
• Last Lit Circle! – 30 minutes (complete AP card for the book)
• Wrap-Up Race/Class/Language/Gender with Gallery Walk
• **Question, argue, agree with, challenge, or connect to something
else!
• Group work with last practice synthesis prompt-- #64
• HOMEWORK: 1. Memory and Identity paper SHARED with me by
the start of class tomorrow! 2. Tomorrow we will begin the final
synthesis project. Bring your brain and your lit circle book! 3.
Midterm Essay FRI 3. LAST SSR– tomorrow. 4. Lit circle packets due
WEDNESDAY
29 October 2013
• SSR– last one! 30 minutes
• Daily Question: Evaluate your own work on the
Memory and Identity Assignment. What do you feel
you did well? What aspect would you change or
improve if you could? Explain.
• Vocab
• Lit Circle—work to plan/read for TOMORROW (#64)
• HOMEWORK: 1. We will be completing the synthesis IN
CLASS TOMORROW! 2. Lit circle packets due
TOMORROW 3. Midterm Essay FRIDAY in class! 4.
Midterm on MONDAY!
30 October 2013
• Daily Question: What are some ways that people synthesize beside
writing? How are each of you a “synthesis”?
• Vocab
• Synthesis Essay create document in Google Drive folder.
• HINTS:
1. You should not be using a single source per paragraph.
That is not a synthesis!
2. However, just because you’re using two sources in a
paragraph doesn’t automatically make it synthesis.
3. You don’t want too much of a good thing! Be sure to
include your own analysis/argument.
HOMEWORK: 1. Midterm Essay FRIDAY – make sure you have your SSR
book in order to be able to use direct citations. 2. Midterm MONDAY!
31 October 2013– Happy
Halloween!
• Daily Question: Write your favorite quote from your SSR book. Why
is this your favorite?
• Vocab
• Surprise: Forrest Gump
• If you’re finished your SSR book—take notes on important
quotes/plot points to prepare for your in-class essay tomorrow. You
will ONLY have the block to write your essay!
• HOMEWORK
• : 1. Midterm Essay TOMORROW 2. Midterm MONDAY *
1 November 2013
• Midterm Essay– you need a writing utensil and
loose leaf paper.
• 1. Write your name on the prompt.
• 2. Read the prompt carefully.
• 3. Please don’t forget to SKIP LINES!!!!
• 4. Staple your prompt to the top of your essay
and hand in to Ms. Chaga
• You will NOT have extra time.
• HOMEWORK: Midterm Exam MONDAY. You need
a #2 pencil. Check Google Drive for the Keystone
Sample Questions for studying purposes.
6 November 2013
• Daily Question: Write a theme you see being
presented in Forrest Gump. Support with two
examples.
• Vocab
• Introduce 2nd quarter SSR (drama)
• Forrest Gump
• HOMEWORK: 1. NONE! We will begin The
Road!
Block 3 SSR Drama Choices
• Harvey: Zach S., Kevin, Scott, and Owen
• Arsenic and Old Lace: Cristin, Sarah, Claire,
and Bri
• Steel Magnolias: Emilie, Gillian, Jackie, and
Shannon
• American Buffalo: Liam, Sam, Pat, and Joe
• One Flew Over the Cuckoo’s Nest: Zack, Nate,
Michael, and Taylor
Block 4 Drama SSR Choices
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The Crucible: Shannon, Jamila, Regan, Mary
American Buffalo: Sean^2 Austin, Pat
Arsenic and Old Lace: Ainsley, Joey, Becca, Jess
Harvey: Lara, Sarah, Kris, Kaytie
Rumors: Gianna, Kerri, Noa, Julia
7 November 2013
• Daily Question: You are hanging out a basement with two
of your friends when some sort of “event” occurs leading to
global devastation (apocalypse). Somehow, the three of you
survive intact. As leader of your group, what are the first
three things you would do and why?
• Vocab
• SSR Drama Options/Groups (list your three choices– need
books by next THURSDAY)
• SSR Drama #65
• Dystopian Literature Notes #66
• Finish Forrest Gump
• HOMEWORK: 1. SSR book by THURSDAY (one week from
today) 2. Read The Road pages 3-25 for TOMORROW!
8 November 2013
• Daily Question: What do you think society gains from imagining a
post-apocalyptic/dystopian future? How can you explain the recent
surge in popularity of texts such as The Hunger Games and The
Uglies, movies like I Am Legend and TV shows like The Walking Dead
and Revolution?
• Vocab
• Dystopian Literature Notes (loose leaf) #66
• Oprah and Cormac McCarthy Clip
• Take note of what you notice about Cormac McCarthy.
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What does he say?
How does he act?
How does he speak?
What seems important to him?
What do his mannerisms say about him?
• Section I Assignment (#67)
• The Road Anticipation Guide (#68)
• HOMEWORK: 1. Complete Double-Entry Notes from 3-37 (#69) 2.
Read through p. 37 in The Road 3. SSR drama books due THURSDAY
11 November 2013 (Veteran’s Day)
• Daily Question: Are equality and fairness the same
thing? Explain.
• Vocab
• Collect The Road Double-Entry Homework (#69)
• Wrap up discussion of Anticipation Guide (#68)
• Excerpt from Utopia by Sir Thomas More (#70)
• Creating a Dystopia (Utopia  Dystopia OR PostApocalyptic  Dystopia) (#71)
• HOMEWORK: 1. The Road 37-50 for TOMORROW with
handout questions (#72) 2. SSR drama books due
THURS!
Utopia Question
• Briefly sum up how Utopia is introduced at the
beginning of Book II (and then explain how
occupations are divided among the Utopians
and how idleness is prevented.
• What do you think of this system— do you
especially like any parts of it or see any
problems with it?
12 November 2013
• Daily Question: Would you be willing to sacrifice
the happiness of someone else to be perfectly
happy yourself for the rest of your life? Why or
why not?
• Vocab
• Present Utopia/Post-Apocalypse  Dystopia
• “The Ones Who Walk Away from Omelas” (#72)
• Questions for “TOWWAFO” (#73)
• HOMEWORK: 1. The Road 51-75 with questions
(#74) for THURS 2. SSR drama book for THURS
Terms “TOWWAFO”
• Restive (adj.): unable to keep still or silent and becoming
increasingly difficult to control, esp. because of impatience,
dissatisfaction, or boredom.
• Dulcet (adj.): Having a soothing or agreeable quality.
• Banality (n.): Something that is trite, obvious, or predictable;
commonplace.
• Puritanical (adj.): Very strict in moral or religious matters, often
excessively so; rigidly austere.
• Magnanimous (adj.): Generous in forgiving insult or injury; free
from petty resentfulness or vindictiveness.
• Amiably (adv.): having or showing pleasant, good-natured qualities.
• Imbecile(n. or adj.): (usually offensive) showing mental feebleness
or incapacity.
• Uncouth (adj.): strange and ungraceful in appearance or form.
• Vapid (adj.): without liveliness or spirit; dull or tedious
13 November 2013– Use appropriate strategies to
interpret and analyze the universal significance of literary fiction.
• Daily Question: Do we consider only pain and evil
intellectual and worth talking about? Is that why the news
is filled with bad things? Do we think being happy is
childish and uninteresting? Or do we thrive on the drama?
Explain.
• Vocab
• Wrap-Up “TOWWAFO” Discussion (#73)
• Dystopian Literature Articles (#75)
• How, if at all, do the current dystopian and post-apocalyptic
themes differ from other “dark” or weighty themes in
young adult books, like death, divorce, illness, poverty,
teenage pregnancy and so on?
• Dystopian or Post-Apocalyptic Fiction Annotated Bib (#76)
• HOMEWORK: 1. The Road 51-75 with questions for
TOMORROW (#74) 2. SSR drama books for TOMORROW
Strongly Agree, Agree Somewhat, Disagree
Somewhat, and Strongly Disagree
• [Y]oung adults crave stories of
broken futures because they
themselves are uneasily aware that
their world is falling apart.
• [T]eenagers who are loving the dystopian
themes are generally the ones who don’t
have to face it. […] Would we be so
enamored with dystopian fiction if we
lived in a culture where violent death
was a major concern? It wouldn’t be
escapism.
• Schools are places where teens are
subject to dress codes, have few free
speech rights, and are constantly under
surveillance, where they rise and sit at
the sound of a bell. Is it any wonder that
dystopian novels speak to them?
• [T]he current popularity of dystopian
tales also owes a lot to Internet-age
marketing.
• We want to hold on to our individuality, our
humanity, our ability to love and connect to
others, […] but in today’s global communications
network we can’t avoid facing overwhelming
obstacles. The more we understand how small
and powerless we really are against the immense
forces that control our existence, the more we
yearn to feel meaningful. And so we read again
and again about the child of dystopia who makes
us feel hope for humankind.
Individual Articles: Questions
1. Why are young adults interested in post
apocalyptic or dystopian stories, according to
this writer?
2. What, if anything, does he or she think makes the
themes in today’s young adult stories different from
those in the past?
3. After reading this writer’s thoughts on dystopian
themes in young adult literature, do you agree or
disagree? Why?
14 November 2013-Analyze connections between
texts (Road, Dystopian Genre, and “Darkness”
• SSR– 30 minutes (Without your play? Read The Road or
another choice text for today!)
• Daily Question: How, if at all, do the current dystopian and
post-apocalyptic themes differ from other “dark” or
weighty themes in young adult books, like death, divorce,
illness, poverty, teenage pregnancy and so on?
• Vocab
• Film Permission Slip for TOMORROW (or no film)
• The Road Section 4 (76-100) Questions (#77)
• Continue Dystopian or Post-Apocalyptic Fiction Annotated
Bib (#76)
• “Darkness” (#78)
• HOMEWORK: 1. The Road (76-100) for MONDAY 2.
Permission slips for TOMORROW!
15 November 2013 –Analyze the author’s
(director’s) intended purpose of a “text.”
• Daily Question: What do you make of the title
(Children of Men) of the film? How does it set
up or inform your viewing and what questions
does it leave you with?
• Vocab
• Children of Men Film Analysis Sheet (#79)
• HOMEWORK: 1. The Road (76-100) with
questions for MONDAY! 2. Google Doc
response to Children of Men for TUESDAY!
16 November 2013– analyze the author’s
(director’s) intended purpose for a text.
• Daily Question: What do you see as the largest
connection between the dystopia of Children of Men
and that of The Road? What are the major differences?
• Vocab
• Finish Children of Men (#79)
• “Darkness”  (#78)
• HOMEWORK: 1. Children of Men handout due
TOMORROW 2. Google Drive response due
TOMORROW 3. The Road (101-126) with questions
(#80) due THURS. 4. Quiz FRIDAY on The Road up
through 126.
• ‘At the end I cannot dictate a sense of hope for
anybody because a sense of hope is
something that’s very internal. We wanted the
end to be a glimpse of a possibility of hope,
for the audience to invest their own sense of
hope into that ending. So if you’re a hopeful
person you’ll see a lot of hope, and if you’re a
bleak person you’ll see a complete
hopelessness at the end.’ – Children of Men
Director, Alfonso Cuaron
19 November 2013
• SSR– 30 minutes
• Daily Question: When the man and boy say they are
“carrying the fire” they are referring to humanity and
being the “good guys.” If society is destroyed and our
way of live no longer exists, what purpose does
humanity serve?
• Vocab
• The Road (101-126) (#80)
• “Bedtime Story” (#81)
• HOMEWORK: 1. The Road 101-126 due THURS 2. Quiz
THURS 3. Vocab quiz TUES
20 November 2013
• Daily Question: Do a close reading of the
following quotation. “He’d had this feeling before,
beyond the numbness and the dull despair. The
world shrinking down about a raw core of
parsible entities…” (88-89).
• Vocab
• “The Murderer” (#82)
• HOMEWORK: 1. Quiz TOMORROW 2. The Road
101-126 TOMORROW 3. Vocab Quiz TUES
21 November 2013
• SSR– 30 minutes (calendar-- #82)
• Daily Question: Throughout the novel, the
characters seem to draw conclusions about what
constitutes a “good guy” versus a “bad guy.”
What distinction, if any, does the father seem to
draw between the two categories of people?
What distinction does the son draw?
• “Darkness” (#78)
• Quiz– connect The Road with “Darkness” (#83)
• HOMEWORK: 1. The Road (127-150) (#84) due
TOMORROW 2. Vocab quiz TUES
22 November 2013
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Daily Question: *Fun Friday* see next slide
Vocab– 2 words
The Road Group Discussion
Surviving the Apocalypse Game (#86)
The Road Game Project (#87)
HOMEWORK: 1. The Road 151-175 (#85) with
questions due MON (127-150 also due) 2.
Vocab Quiz TUES
25 November 2013
• Daily Question: The sardonic blind man named Ely tells the
man that, “There is no God and we are his prophets” (170).
What does he mean by this? Why does the father say about
his son, later in the same conversation, “What if I said that
he’s a god?” (172). Are we meant to see the son as a
savior? Provide example(s) from the book to support your
stance.
• No vocab this week! (Quiz TOMORROW)
• Questions about Road Project? (#87)– 40 mins!
• (You will have ½ block on the 5th and a full block on the 6th)
• The Road Section 8/9 due WED– time to read! 30 mins!
(#88, #89)
• HOMEWORK: 1. Vocab Quiz TOMORROW 2. 8/9 due WED
3. Section 10 due MON 12/2 4. Road Projects December
10th, 11th, 12th!
26 November 2013
• SSR– 30 minutes
• Daily Question: Which conflict (man vs. man, man
vs. self, man vs. nature, man vs. society) is the
central conflict of this story? Why?
• No Vocab
• Vocab Quiz
• Continue work on 8/9
• HOMEWORK: 1. 8/9 due TOMORROW 2. 10 due
MONDAY 3. Road projects Dec. 10-13
27 November 2013
• Daily Question: On page 188, analyze the
symbolism of the serpents.
• No vocab
• Baucis and Philemon (#91)
• @ 11:30 The Road Film in 126
• HOMEWORK: 1. Section 10 (#90) due
MONDAY 2. Enjoy your Thanksgiving!
2 December 2013
• Daily Question: Clearly the characters in the story are all
survivors of something that has happened, so why do you
think the old man, called Ely, makes the statement, “If
something had happened and we were survivors and we
met on the road then we’d have something to talk about.
But we’re not. So we don’t”? Why would Ely not consider at
least himself to be a survivor? What does this say about
survival? Is survival merely staying alive, or does survival
have a deeper connotative meaning here?
• Vocab
• “After the Apocalypse” by Michael Chabon (#92)–
read/gloss
• Section 11 (#93) due TOMORROW
• The Road Film
• HOMEWORK: 1. Section 11 due TOMORROW 2. Section 12
(end) due WED 3. Road project work time ½ THURS, FRI. 4.
Road Test MONDAY 5. Road projects 12/10-13
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Ambivalence: (n) co-existance of negative and positive feelings
Preponderance: (n) superiority in weight, power, number
Mitigating: (v) lessen in intensity
Appurtenances: (n) rights, privileges
Stalwarts: (n) steadfast, uncompromising partisans
Pasquinade: (n) satire or lampoon
Ineluctable: (adj) incapable of being evaded
Asymptotically: (adv) approaching a value as approaching infinity
Congenial: (adj) pleasing in nature
Intuit: (v) to know or receive by intuition
Messianic: (adj) characteristic of an expected deliverer
Depredations: (n) act of plundering or robbing
Abnegate: (v) to refuse or deny oneself; reject
Fulcrum: (n) point of rest on which a lever turns
Punctilio: (n) strictness or exactness
Charnel: (adj) fit for a repository for dead bodies
Tropes: (n) any rhetorical device that exists in other than literal sense
Prognosticatory: (v) to forecast or predict
Fidelity: (n) strict observance of loyalty
Audacity: (n) boldness or daring
Abyss: (n) deep unfathomable or infinite
• Do you agree with his genre choice?
• “But it’s not the goal of the journey, the
movement toward healing, however illusory,
that marks The Road as epic adventure: rather
it’s the passage of its heroes through Hell” (4)
• “The Road is not a record of fatherly fidelity, it
is a testament to the abyss of a parent’s
greatest fears” (5).
3 December 2013
• SSR– 30 minutes (meet with your group, begin discussing
parts/possible section for performance…etc.)
• Daily Question: How is the symbolic
meaning/metaphorical understanding of “fire” in The
Road paradoxical?
• Vocab
• Veteran Assignment (#95) (due January 8th)
• Cards for Troops
• HOMEWORK: 1. Section 12 due TOMORROW 2. Write two
(2) open-ended discussion questions that will inspire
discussion for tomorrow’s Socratic Seminar. EXTRA
CREDIT– bring in a scholarly article to include in your
discussion 3. The Road Test MONDAY 3. Projects 12/10-13
Letters for Troops
• WHAT TO WRITE ABOUT
Keep your message upbeat and positive. Be thankful– share a little
bit of yourself. Ask questions; however, do not discuss death or
killing Avoid politics completely and religious in excess It is all about
appreciation and respect Ask yourself: Will this letter bring a smile
to someone’s face?
• MORE HELPFUL INFORMATION
-Sample salutations: Dear Service Member, Dear Hero
• -sign your first name only (you can write Ms. Chaga’s class or
Haverford High School, Havertown, PA)
• -EXAMPLE: Dear Service Member, Even though you are a world
away, you are in our hearts and minds. We hope that your work will
be complete soon so that you might return to be with those you
love. Thank you for your effort and dedication to our nation. You
are missed and honored at home.
• Thankfully yours,
• Sarah
4 December 2013
• Daily Question: Although the novel may end on a
hopeful note, much of the book is pretty gruesome. Is
the violence and horror excessive? Does McCarthy
cross the line with his descriptions? Is The Road too
violent? Explain.
• Vocab
• Finish Film
• Socratic Seminar
– What’s the difference between discussion and debate?
• HOMEWORK: 1. Project work time ½ block tomorrow
and Friday. 2. The Road exam MONDAY
Socratic Seminar: to facilitate a deeper
understanding of the ideas and values in the
text through shared discussion.
•
•
•
•
Don’t raise hands.
Listen carefully
Base any opinions on the text.
Address comments to the group (no side
conversations)
• Use sensitivity to take turns and not interrupt
others (monitor ‘air time’)
Question #1
• Why did the author end the novel
with the line, “In the deep glens
where they lived all things were
older than man and they
hummed of mystery” (287)?
5 December 2013
• SSR– 30 minutes
• Daily Question: Throughout the story the boy is
always wanting to help other people. Do you see
this as a positive trait or as something that he
does because he is childish? Is the boy actually a
good person or is he only so compassionate
because he is not old enough to know better?
• Vocab
• The Road Project work time
• HOMEWORK: 1. Tomorrow is the LAST day to
work on the projects (due TUES) 2. Road Exam
MONDAY
6 December 2013
• Daily Question: Consider the following quotation from
the late Nelson Mandela in relation to our readings this
year. Do you agree? (Support your answer with
evidence.)
• “Man’s goodness is a flame that can be hidden but
never extinguished.” (From Long Walk to Freedom,
1995)
• Vocab
• Road Game Projects
• HOMEWORK: 1. The Road Exam MONDAY (author’s
purpose, setting, tone, mood, imagery, figurative
language, vocab in context, juxtaposition, point-ofview, symbolism, conflict AND the ending) 2. Road
Projects TUES-THURS 3. Veteran’s Interview Project
January 8th
9 December 2013
• Daily Question: What’s wrong with the following quotation
integration? Fix it.
• Some of the cannibals in The Road store other humans in
their basement to eat, “In the night he heard hideous
shrieks coming from the house” (115).
• Vocab
• The Road Exam
• HOMEWORK: 1. Projects due TOMORROW
• TUES– SSR/ 1. Julia, Kerri, Gianna, Noa 2. Kaytie
• WED– 1. Pat, Sean, Sean, Austin 2. Kris, Lara 3. Sarah
• THURS—SSR/ 1. Ainsley, Becca, Jess, Joey 2. Mary,
Shannon, Regan
11 December 2013
• Daily Question: Which of the higher order thinking
skills does your game use? Explain. (Synthesis,
Evaluation, Analysis) **If it doesn’t, why not?
• Vocab (2 words)
• Group 1– Gianna, Kerri, Julia, Noa
• Group 2– Kaytie
• Group 3– Pat, Sean, Sean, Austin
• Group 4– Kris , Lara
• HOMEWORK: 1. Projects finished TOMORROW
• 2. Veteran’s Interview Project due 1/8
11 December 2013
• Daily Question: Which of the higher order
thinking skills does your game use? Explain.
(Synthesis, Evaluation, Analysis) **If it doesn’t,
why not?
• Vocab (2 words)
• Group 1– Gianna, Julia, Kerri, Kerri
• Group 2–
• Group 3– Nate, Emilie, Joe, and Gillian
• HOMEWORK: 1. Projects finished TOMORROW
• 2. Veteran’s Interview Project due 1/8
12 December 2013 (Block 3)
• Daily Question: What are the rules of writing
about war, and who should shape the story?
Those who serve? Those who observe? Can a
novelist ever tell us things a forward-deployed
officer cannot?
• Vocab
• The Road Games (finish!)
Group 1: Gillian, Emily, Joe, and Nate
Group 2: Shannon, Jackie, Taylor, and Michael
Group 3: Zack, Liam, Pat and Sam
12 December 2013 (Block 4)
• Daily Question: What are the rules of writing about
war, and who should shape the story? Those who
serve? Those who observe? Can a novelist ever tell us
things a forward-deployed officer cannot?
• Vocab
• The Road Games (finish!)
Group 1: Pat, Sean, Sean, and Austin
Group 2: Kris/Lara
Group 3: Sarah
Group 4: Ainsley, Becca, Jess, and Joey
Group 5: Mary, Shannon, Regan
Tally
•
PLSZ (cell phone): 18
•
SCBC (trophy): 18
•
SOKZ (white house
•
JENGa (guitar): 12
down
): -3
Road to the Road
•
RMSK: 4
“Bee” nice.
• Winnnnnnneeerrrs!
•
SJJB: 1
•
LK: 2
I love owls.
•
NKJ: 2
Oink
13 December 2013
• Daily Question: Write a working thesis for the following prompt: “You can
leave home all you want but home will never leave you.” -- Sonsyrea Tate
• Sonsyrea Tate’s statement suggests that “home” may be conceived of as a
dwelling, a place, or a state of mind. It may have positive or negative
associations, but in either case, it may have a considerable influence on an
individual. Choose a novel or play in which a central character leaves
home, yet finds that home remains significant. Write a well-developed
essay in which you analyze the importance of “home” to this character
and the reasons for its continuing influence. Explain how the character’s
idea of home illuminates the larger meaning of the work. Do not merely
summarize the plot.
• Vocab
• Finish games
• War Unit Choices– (#96)
• HOMEWORK: 1. Veteran Interview 1/8 2. Tuesday and Thursday of next
week will be FULL SSR project prep days.
16 December 2013
• Daily Question: For centuries, prominent thinkers
have pondered the relationship between ownership and
the development of self (identity), ultimately asking the
question, “What does it mean to own something?”
Plato argues that owning objects is detrimental to a person’s character. Aristotle claims
that ownership of tangible goods helps to develop moral character. Twentieth-century
philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to
include intangible things as well. In Sartre’s view, becoming proficient in some skill and
knowing something thoroughly means that we “own” it.
Think about the differing views of ownership. Then write an
essay in which you explain your position on the relationship
between ownership and sense of self. Use appropriate
evidence from your reading, experience, or observations to
support your argument.
Write your thesis.
Lone Survivor by Marcus Luttrell
Sparta by Roxana Robinson
Conrad Farrell has no family military heritage,
but as a classics major at Williams College, he
has encountered the powerful appeal of the
Marine Corps ethic. “Semper Fidelis” comes
This is the story of the only survivor of Operation Redwing, SEAL fire team
straight from the ancient world, from Sparta,
leader Marcus Luttrell, and the extraordinary firefight that led to the largest
where every citizen doubled as a full-time
loss of life in American Navy SEAL history. His squadmates fought valiantly
soldier. When Conrad graduates, he joins the
beside him until he was the only one left alive, blasted by an RPG into a place
Marines to continue a long tradition of honor,
where his pursuers could not find him.
courage, and commitment. Suspenseful,
A born and raised Texan, Marcus Luttrell takes us from the rigors of
compassionate, and perceptive, Sparta captures
SEAL training, where he and his fellow SEALs discovered what it took to join
the nuances of the unique estrangement that
the most elite of the American special forces, to a fight in the desolate hills of
modern soldiers face as they attempt to rejoin
Afghanistan for which they never could have been prepared. His account of his
the society they’ve fought for. Billy Collins writes
squadmates' heroism and mutual support renders an experience that is both
that Roxana Robinson is “a master at . . . the
heartrending and life-affirming. In this rich chronicle of courage and sacrifice, honor
work of excavating the truths about ourselves”;
and patriotism, Marcus Luttrell delivers a powerful narrative of modern war.
The Washington Post’s Jonathan Yardley calls
her “one of our best writers.”
I Love My Rifle More Than You
by Kayla Williams
Kayla Williams is one of the 15 percent of the U.S. Army that is female, and
she is a great storyteller. With a voice that is “funny, frank and full of gritty
details” (New York Daily News), she tells of enlisting under Clinton; of learning
Arabic; of the sense of duty that fractured her relationships; of being
surrounded by bravery and bigotry, sexism and fear; of seeing 9/11 on AlJazeera; and of knowing she would be going to war.
With a passion that makes her memoir “nearly impossible to put down”
(Buffalo News) Williams shares the powerful gamut of her experiences in Iraq,
from caring for a wounded civilian to aiming a rifle at a child. Angry at the
bureaucracy and the conflicting messages of today’s military, Williams offers
us “a raw, unadulterated look at war” (San Antonio Express News) and at the
U.S. Army. And she gives us a woman’s story of empowerment and selfdiscovery.
The Unforgiving Minute by Craig
Mullaney In this surprise bestseller, West Point grad,
Rhodes scholar, Airborne Ranger, and U. S. Army Captain Craig
Mullaney recounts his unparalleled education and the hard lessons
that only war can teach. While stationed in Afghanistan, a deadly
firefight with al-Qaeda leads to the loss of one of his soldiers. Years
later, after that excruciating experience, he returns to the United
States to teach future officers at the Naval Academy. Written with
unflinching honesty, this is an unforgettable portrait of a young
soldier grappling with the weight of war while coming to terms with
what it means to be a man.
No True Glory by
Bing West
16 December 2013
• Daily Question: Develop your own rhetorical taxonomy
(classification system). How might you divide the world of
argument? In other words, how do you classify the different
purposes or types of argument?
• Vocab
• Glossary of Rhetorical Terms  (#97)
• Everything’s an Argument Ch. 1  (#98)
• #1 and #4 (Loose leaf) and commercial responses (#99)
• War Novel Reading Time (Rhetoric Essay due January 15th)
• HOMEWORK: 1. Read through the glossary of terms and connect
with your war reading (for WED) 2. Link a commercial to Google
Drive and analyze the argument according to Aristotle’s Appeals (for
TOMORROW) 3. Tomorrow is your first SSR Drama practice day!
Come prepared.
Add to #4 List
•
•
•
•
•
Sleeping Beauty’s castle on the Disney logo
Oprah Winfrey
The Vietnam Veterans Memorial
Ground Zero
A dollar bill
• Commercials:
– 1. What is the video’s argument?
– 2. Who is the intended audience?
– 3. Give one specific example of how the video uses rhetorical
appeals (either emotional, ethical, or logical) to persuade the
audience.