Welcome!
•Please
take a seat according to the number next
to your name on the roster.
•Pick
up a syllabus from the front table!
•Take
out a piece of paper and a pencil.
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Hold high expectations of yourself! This is an
honors course. I’m excited to see how you
contribute.
Main texts: The Alchemist, Night, The Book
Thief, Persepolis, and Twelfth Night
Minor Assignments: Reading homework,
journal entries, class activities, discussions
Major: Narrative Portfolio, Night Test,
Argument Analysis Essay, Socratic Seminar,
In-class essays, 1 Current Event presentation,
Midterm, Final
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Please have these by Wednesday!
◦ 3-ring binder or folder solely devoted to this class
(for handouts and returned work)
◦ 1 notebook solely devoted to this class (This must
be in class EVERY DAY!)
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Formal Assessments (Tests, Essays, Projects,
etc.): 70%
Informal Assessments (Quizzes, journals,
homework, class activities): 30%
Midterm: 20%
Final: 25%
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emmalineb.wise@cms.k12.nc.us
Check the Wiki for weekly agendas, due date
reminders, and note downloads:
◦ http://wiseenglish.cmswiki.wikispaces.net/home
◦ All of this information is posted outside of my door
on a QR code. Scan this with your smartphones on
the way out!
◦ 10 Questions: Come up with 10 questions you want
to ask me, either about the course or me.
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What did the world Google in 2012?
On a piece of paper, respond to the following
questions:
◦ How many of those world events do you remember?
Why do you think you remember those events?
◦ How do you learn about world events or news? What
sources do you use?
◦ On a scale of 1-10, 10 being exceptionally aware of
national and world news and 1 being pretty
clueless, where do you fall?
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On a piece of paper, respond to the following
prompt. You will be sharing this with others!
1. If someone were to write a book about your life up
until this point, what would the summary on the
back say? Give your book a title. Respond in 1
paragraph.
2. If someone were to write a book about your life in
10 years, what would be added to the summary?
Give your book a title. Respond in 1 paragraph.
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Take a few minutes to answer the questions
as specifically as possible. You need only
write 1-3 sentences per question.
You will have a chance to share your answers!
I want to know how you feel about reading
and discussion, as our class is very focused
on those two components.
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Have your syllabus signed and turned in by
the beginning of class on Wednesday!
Please bring in a notebook and binder/folder
as soon as possible.
Tuesday, 9/27
•Please
take a seat according to the number next
to your name on the roster (same seats as
yesterday).
•Take
out your journals (or a piece of paper) and a
pen/pencil.
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Make sure you clearly label and date each
journal entry. You may have more than one
entry per day.
Notes should be labeled and taken in
journals.
Journals will be checked once per quarter for
completion and quality. If you do your work
well during class, this should not worry you.
1.
2.
3.
4.
Write your own definition of “symbol” in terms
of literary devices.
Write your own definition of “theme” in terms of
literary devices.
What symbols and themes from literature have
you noticed? What symbols and themes have
been taught to you in class? Please name
specific books or films in your explanation.
Do you think authors consciously place
symbols, themes, or other literary devices in
their work? Why or why not?
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Do we think these authors are being truthful
or facetious? Why?
What can we learn from these insights?
The Paris Review
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What do you know about close reading? Have
you heard the term before?
What do you think the benefits are of close
reading? How might it help you in your
future?
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Observing carefully what the author has
presented to us.
Avoid imputing to the author any visions,
arguments, or ideas that aren’t evident in the
text.
Avoid wandering from the experience in the text
to think only about experiences of our own,
substituting our ideas or story for the author’s.
Avoid parroting the judgments and
interpretations o f others for our own assessment
of the text.
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We will read “She Unames Them” as a class.
As you read, your sole responsibility is to
circle/underline anything you think is
important AND write questions about
anything that confuses or interests you.
Next, share ONLY your questions with the
people in your row. Do NOT try to answer the
questions yet!
What are our main questions as a class?
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In your rows, fill out a piece of paper with the
following observations from the text:
Group 1: Confusing/unfamiliar words
Group 2: Outline the basic plot/characters
Group 3: Identify and explain literary
elements
Group 4: Identify passages that relate to
larger ideas (text to world)
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Have a notebook by tomorrow!
Turn in your signed syllabus by tomorrow.
Place it in the bin.
Vocab. List 1 Quiz on Friday!
Wednesday, 9/28
•Please
•Turn
•Take
take your seat.
in your signed syllabus for points!
out your journals to be checked and a
pen/pencil.
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Write down the words in your journals (label
the list clearly) or a piece of paper if you
don’t have a journal today. You will later
cut/paste your written list in your journal.
We will practice with these words for a few
minutes each day.
You will have quizzes on Fridays.
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I will put a statement on the board. You will
decide whether or not you strongly agree,
agree, disagree, or strongly disagree with
that statement.
When I say “go,” go to the designated area
and discuss your reasoning with those in your
group.
Be prepared to share out! I will ask for
volunteers to share their opinions.
 School
should be
mandatory for everyone
under the age of 16.
 Standardized
testing is the
best way to figure out all
that a student knows about
a subject.
I
feel like I get to show off
my academic talents in
every class I take.
 Creating
a painting to
represent a book takes the
same amount of effort and
time as writing an essay about
a book.
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Read the NPR article “New Reading Standards
Aim To Prep Kids for College- But At What
Cost?”
Take a stance. Using your knowledge of high
school English content and the information
presented in the article, argue for or against
the new reading standards (2 paragraphs in
your journals). Be prepared to discuss your
thoughts!
 Schools
Kill Creativity TED Talk
 As you watch, write down
questions, quotes, or comments
you would like to share in our
class discussion.
 Changing Education Paradigms
1. How do you view the current education system in the
United States? Is it fair to everyone?
2. Who do you think benefits the most from our
educational system?
3. Do you think standardized testing is a
negative or positive goal for schools? Do you
think they are fair assessments of your
knowledge?
4. What experiences have you had in school
where a class/teacher has fostered your
creativity? Explain.
5. Do you agree or disagree with Sir Ken
Robinson overall? Why?
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Sign up for one day this semester
(Wednesdays and Fridays)
Make sure it contains three components: A
visual or video, an article, and 5 discussion
questions.
◦ Please give me your article and discussion
questions the DAY BEFORE you present. I will make
copies for you.
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Your presentation should last about 15
minutes.
This will be worth a formal assessment grade.
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Finish reading the story of Joseph in your
packet.
Answer the circled questions on the last page
on a separate sheet of paper! You need only
write a few complete sentences per
questions.
This will be your first “legit” homework grade!
Thursday, 9/29
•Please
take a seat according to the number
next to your name on the roster.
•Take
out your journals so I can check your
homework!
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Write down your definition of a “hero.” What
qualities does he/she have?
Write down as many examples of a hero as
you can think of (real life, books, movies,
etc.)
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In your journals, write down a synonym for
each of the vocabulary words.
When you’re done, write 5 sentences. Place
the vocabulary words OR their synonyms
within the sentences.
On my prompt, pass your sentences to the
person in front of you. They will check your
sentences for correctness.
◦ Please sign your name on the paper that you
correct!
1. Why do Joseph’s brothers dislike him?
4. When the brothers are plotting to kill Joseph, they
say, “Here comes this dreamer.” Why do you
suppose they use that word to show their hatred?
People generally seem to be a little uneasy with
those who have or claim to have unusual mental
powers. Why do you think that is?
5. What is your initial impression of Joseph?
7. To what extent is Joseph to blame for his
difficulties? To what extent is he personally
responsible for his successes?
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Fable: a short tale to teach a moral lesson, often
with animals or inanimate objects as characters
(i.e. Aesop’s fables)
A fable can also be
◦ comical
◦ a story about supernatural or extraordinary persons
 Ex. Aesop’s fables, Greek myths, legends
◦ Origins:
 1300s
 Latin
 Early forms meant “to speak/tell” and “animal story”
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Parable: a short allegorical story designed to
illustrate or teach some truth, religious in
principle
◦ OR a statement that conveys a meaning indirectly
by the use of comparison or analogy
◦ Origins:
 Early 14th century
 Derived from Greek and Latin
 “Comparison” and “alongside” are early forms
A.
Departure
1.
2.
3.
4.
The call to adventure (Your world will change!)
Refusal to the call (due to fear, insecurity, etc.)
Supernatural aid (magical helper)
Crossing of the 1st threshold (the hero leaves
his/her known world)
5. The belly of the whale (the hero’s first lowest
point)
1.
2.
3.
4.
5.
The Road of Trials (a series of tasks)
Love Interest (often with a woman as a
“temptress”)
Atonement with the father (becomes one
with a god or power and a new self is
created)
Apotheosis (the hero defies death)
Achievement of the Goal (finds the grail,
completes the quest, etc.)
1.
2.
3.
Refusal of the Return (the hero doesn’t want
to return to normal life)
Crossing of the Threshold (the hero
integrates new wisdom into his/her
everyday life)
Freedom to Live (the hero is free of the fear
of death and has no regrets)
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Answer the circled questions for the part of
the story we read in class today.
Answer these in your journals in complete
sentences!
Study for your quiz on Vocab. List 1
tomorrow!
Friday, 9/30
•Please
take a seat according to the number
next to your name on the roster.
•Take
out your journals (or a piece of paper)
and a pen/pencil.
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Group Work: In groups, try to outline Joseph’s
story to the Hero’s Journey Outline.
You may do this with a simple outline, plot
line diagram, or picture chart, but the steps
of the hero’s journey should be clearly
labeled!
You will be sharing this with the class.
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Watch
What is the moral of this story? Explain using
examples from the text.
Is it a fable, parable, or something else? Why
do you think so?
Consider the last line. Do you agree with the
Alchemist’s opinion of the story? Why or why
not?
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Read pages 3-47 of the The Alchemist over
the long weekend (Part 1).
In your journals, write down 5 discussion
questions about The Alchemist that you
would like to ask the class.
◦ Consider characterization, symbolism, theme, plot,
etc. when writing your questions.
◦ Make sure the questions can be answered with
more than just a “yes” or “no”!