Thursday, October 8, 2015—English 12 AP
 “The Bride Comes to Yellow Sky” (pp. 249 ff.)
o Gather textual evidence to support these insights about the text (in
groups) …
 Motif of foreignness (i.e., out of place, out of date, out of one’s
element, etc.)
 Jack Potter, as the hero in this western, “takes himself … much
too seriously” (Thomas Erskine).
 The “incongruity between man’s illusions and reality” (Erskine)
 Crane’s theme “concerns the conflict between the East and the
West and the passing of an era” (Erskine).
 The “romantic West of the storybooks is dead” (Michael
Meyer).
 The importance of home and family
o Journal time (Reminder that 1 entry per week must be from the
major work)
 Turn in journals (I will NOT take these next week.)
NOTE: Bring your thick Bedford book next week and DoaS on Monday.
HW: (1) Read Death of a Salesman (first reading due by M, 10/12)
Thursday, October 8, 2015—English 10 Honors
 Reminders:
o Make-up vocab quiz
o Journals if you were absent
 Writing About My Cultural Identity
 Learning Targets:
o I can type the conclusion paragraph of my Reflective Essay as
evidenced by incorporating, referencing, and interpreting a second
text we have read using specific examples of cultural identity.
o I can peer edit my partner’s Reflective Essay and give him or her
helpful feedback after I listen to he or she read the essay out loud,
as evidenced by utilizing the Scoring Guide and other outside
resources (Writing Packet, notes, etc.).
 Creating a Rough Draft
o How to write the conclusion.
 Writing Packet
 Notes
o Review symbolism.
o Begin creating your conclusion of your Reflective Essay using a
laptop.
 Peer groups—editing and revision. Mr. Foglesong will assign
everyone a partner to peer-edit with. Read your Reflective
Essay out loud to your partner and have him or her give you
helpful feedback. They should essentially “grade” your essay
based off the Scoring Guide.
 Revisit the Scoring Guide.
 Make sure to ask Mr. Foglesong if you need help or
assistance.
 Your essay must have an introduction and conclusion,
both of which reference and interpret at least one text
we have read using specific examples of cultural
identity, and are exceptionally clear, organized, wellwritten and on-target.
 Minimum of two narratives or short stories for your
body paragraphs.
 Reflective Essay Example(s)
o Continue to reflect on Mr. Foglesong’s example and “Two Kinds” by
Amy Tan. There will be two examples posted at the front of the
classroom.
o The Embedded Assessment will be due on Monday, October 12.
Formatting
 Three pages
 Double-spaced
 1-inch margins
 12-point Arial or Times New Roman font
 Title/Header
 Reflection Questions #1 & #2—pg. 45 (FOR MONDAY!)
o Which aspects of your cultural identity were you already aware of
before you began this unit, and which did you discover through your
study?
o What are some of the different cultural heritages represented in your
class that you became aware of through class discussions or shared
writing.
 #3—Rate and assess yourself on a scale of 1 to 5, with 1 being the lowest (I
struggled to complete this assessment because…), and 5 being the highest
(I think I did well on this assessment because…), on your overall ability to
complete the Reflective Essay using the Scoring Guide (Rubric).
o Then, state in your own words your reasoning why this was an
assignment you think went well, or was not an assignment you
think went well. What could Mr. Foglesong have done differently to
help you succeed?
HW: Have your final draft of the Embedded Assignment (Reflective Essay)
completed by Monday, October 12.—Introduction & Narrative Body Paragraphs
(minimum of 2 narratives), & the Conclusion.
Remember that Reflection Questions #1 & #2 on pg. 45 in your SpringBoard
textbook will be completed in class on Monday on the back of your essay. (This
will count as a separate grade.)