FRIDAY IN CLASS
I stamped the 12-23 study questions but did not collect them because I wanted you to have them for review before the Monday quiz.  We discussed most of these as part of class discussion.

TODAY IN CLASS
Quiz:  Make-up ASAP; SEE ME tomorrow.

• Background on the 17th Century material in the textbook; Crucible PowerPoints (see early blog links)
• Act One of The Crucible

During class:  
First, review time with the red textbook (focus on pp. 3 and 8, 11-12, chart on p. 47 (Virginia and Massachusetts)

Returned brief "crucible" definitions and discussed.  Be thinking now of how the definition will apply to characters and action in the play.

Collected the 12-23 portion of the Act One study guide questions.

Then the quiz.

Then reading time on Act Two.  See reading guide on the back of the hand-out.  This act should have been started as week-end homework, but  . . . no harm done today.  But you had 15-20 minutes to read today, and the act is approximately 30 pages long.  Twenty pages is an average 9th grade reading assignment! :) 

5th period saw the vocab correct answers so that they could make corrections. I forgot to do that for 1st.  So the vocab quiz will be first thing on Wednesday instead of tomorrow.

SO--FOR TOMORROW

Finish reading Act Two.  During class you will work with a partner on some questions over this act. 

FOR TOMORROW
Read up to the entrance of Reverend Hale.  DO read the description that tells about him, but you can stop when he enters the room carrying books.

FRIDAY IN CLASS
There was a sub for the sub . . . hopefully for the last time!  But your work was self-sustaining:  to begin reading The Crucible and to respond to 11 questions on the Overture and Act One up through the point where Betty collapses.

Here is a complete copy of the hand-out for Friday, including PowerPoint links, general procedure for this unit, and the specific questions to work on in class and as homework: Getting Started with The Crucible

HOMEWORK FOR MONDAY
To finish the 11 questions from the class hand-out.  Most people got 6 or 7 done in class, but whatever the balance was, the questions were due on Monday.

TODAY IN CLASS
Responses were stamped for completion; incomplete work was stamped at the point of completion. People can finish tonight for partial credit--and a better chance at understanding and doing well with the play.  Doing your work now can definitely help moving forward.

We began discussing the questions--again, students are encouraged to add/modify (even correct!) your responses for better understanding.  We'll finish that tomorrow, and tomorrow I will collect them.

HOMEWORK FOR TOMORROW
It is  "catch-up" day.  Finish the questions, reread if you know you were somewhat lost with whta you answered, know that it is you'd like to ask about tomorrow before we move on.

Wednesday in class--
1st period-- I collected the crucible definitions, we discussed the phrase "the breaking of charity," and students checked out the text of Arthur Miller's play The Crucible.  We began a power-point on background material for the play, but did not quite finish it.  Therefore we did not have the 3-question quiz I said there would be.

5th period--Same as first, except I did NOT collect the crucible definitions, because I'd decided I wanted to add a short (3 question) quiz over the power-point.  However, due in part to some excellent questions and more talk than I'd planned, we barely got started on the power-point.

TODAY IN CLASS
I collected the crucible definition from 5th, and both classes finished the power-point, but I skipped the intended super-short quiz. We skimmed a second power-point, but it is too detailed to dwell on in class.  It provides some background information about Arthur Miller, more detailed information about McCarthy and HUAC investigations, and Miller's own experience with this kind of a a "witch hunt."information on McCarthyism than the one we viewed in class. You will need to read it on your own time--do this by TUESDAY.

Here is the link:Detailed Crucible Background

If you missed all or part of the red-background power-point (begun on Wednesday), you need to view it carefully here .

We had some reading time at the end of class--people got to various points.


FOR TOMORROW
The page numbers are different between two sets of books, and I don't have a personal copy of either one of them at the moment.

• Read to the stage direction after a conversation between Betty and Abigail that ends with "But Betty collapses in her hands and lies inert on the bed."
• Tomorrow's classwork will be based on this and a little farther, so whatever you don't read tonight will mean you'll have a heavier reading load tomorrow before you can start on some questions (individual).  And that will mean more homework over the week-end.

FOR TOMORROW

Look up the word crucible in a dictionary, either in print or online.  Find and write down BOTH meanings.  One will be related to science/laboratory work, and the other meaning will be more metaphorical.  Have them written down before class starts.

IN CLASS ON WEDNESDAY
1st period--Students worked on a hand-out for the Anne Bradstreet poem "The Author to Her Book"--each student was to turn in a copy of their own responses.

Then--

• Read pp. 40-41 about John Smith and history writing.  
• Then read the excerpt from John Smith's A General History of Virginia (pp. 42-47)

5th period--

TODAY
John Smith


Pocahontas

If you haven't gotten your American Dream assignment on turnitin.com, be sure to get that done tonight!  (Okay through 11:59 p.m.) 
And hard copies WERE DUE in class today.  If you are still in printing limbo, make sure you get what you need from your home computer to print before school tomorrow. 

TODAY IN CLASS
Students received copies of Anne Bradstreet's poem "The Author to Her Book."  We discussed the title, and what an author might have to "say" to her book, particularly with respect to possible attitudes the writer might have towards the quality of his/her product.  We also went over three pronouns used throughout the poem:
thou = singular YOU (subject form)
thee = singular YOU (object form)
thy = YOUR (possessive)

Then students worked in small groups on a hand-out of questions to help with the understanding of the poem.  If you were absent, you'll need to do this on your own, since group-work time was today.

Here is the text of the poem:

The Author to Her Book

Anne Bradstreet, 1612 - 1672

Thou ill-formed offspring of my feeble brain,
Who after birth didst by my side remain,
Till snatched from thence by friends, less wise than true,
Who thee abroad, exposed to public view,
Made thee in rags, halting to th’ press to trudge,
Where errors were not lessened (all may judge).
At thy return my blushing was not small,
My rambling brat (in print) should mother call,
I cast thee by as one unfit for light,
The visage was so irksome in my sight;
Yet being mine own, at length affection would
Thy blemishes amend, if so I could.
I washed thy face, but more defects I saw,
And rubbing off a spot still made a flaw.
I stretched thy joints to make thee even feet,
Yet still thou run’st more hobbling than is meet;
In better dress to trim thee was my mind,
But nought save homespun cloth i’ th’ house I find.
In this array ‘mongst vulgars may’st thou roam.
In critic’s hands beware thou dost not come,
And take thy way where yet thou art not known;
If for thy father asked, say thou hadst none;
And for thy mother, she alas is poor,
Which caused her thus to send thee out of door.

Use the text of the poem to answer the following questions.  Short notation style responses are okay--you don't need to write complete sentences that restate the question. (You can print this out yourself, or answer on separate paper if you don't have a printer.)

Questions to accompany "The Author to Her Book"

FOR TOMORROW
If you were in class today and completed the question sheet, then there's no homework for
Wednesday.

American Dream Reflection Due Tuesday!

TODAY IN CLASS
Time in the Computer Lab to work on the American Dream assignment.

Reminders:

• Use an MLA heading (the only "MLA" part of this paper).  It goes on the LEFT, double-spaced (your name, my name, course, and date--written out like this:  5 October 2015
• Be sure that the first section states claims or beliefs without saying "I think, I believe," etc.
• Turn in the hard copy in class on Tuesday;  turnitin.com should be tonight if possible (so you don't forget) but tomorrow is okay.

If you still need the information to set up your www.turnitin.com account, here it is:

For Period 1--

Class ID:  10853579

Enrollment password:  purple

For Period 5--

Class ID:  10853605

Enrollment password:  purple

Curriculum Night

Students--If you're reading this, scroll down to the preceding post.  It's the one summarizing today's work and the outlines of the reflection assignment on the American Dream.

Who  Is Your Child's Teacher?

Melanie L. Boaz

Long-term sub for Ms. Scott-Kelly

Sept. 2-Oct. 30

How to reach me: 

Use Ms. Scott-Kelly's email:  scottkellytm@mukilteo.wednet.edu

How to get to this blog:

KA323JR.blogspot.com

My background . . . .

What Have We Been Doing?

We began with a short story unit--

• More accessible than beginning with "Literature [and historical context] Before 1750"
• Allows for a review of basic literary terms that apply to fiction--useful all year, foundation for newer or more specific terms all year, fairly familiar turf for most students
• Ended with a unit test yesterday--Scantron objective section plus some written responses.  

What's Next:

The textbook's first unit is "Literature Before 1750"

• We have already worked with the historical background for major concepts/events, not a lot of detail
• We will read/study a few poems, personal narratives, historical documents, and sermons (yes, Jonathan Edwards'  famous sermon called "Sinners in the Hands of an Angry God")
• Then we will shift to Arthur Miller's play The Crucible, written in the 1950's but about the Salem witch trials of 1692.
• Connections with the "Red Scare"/Communist "witch hunts" that culminated with the McCarthy hearings.  We don't detail that history, but the point is to see some similarities and social dangers of extreme responses to fear and suspicion.
• Overall curricular goal of junior English--that is, American Literature:

THEME:  THE AMERICAN DREAM

·         The American Dream—what is it?  Is it achievable… by anyone/everyone?  What is the cost of the dream (to those who achieve it, as well as to those who do not?)--Plus two more bullet points pertaining to "insider"/"outsider" perspectives as well as how to balance the rights of the individual with the good of society as a whole. 

The first major writing assignment will be an early reflection on the American dream, with two parts I described to students today and which will arrive as a more formal assignment tomorrow.  We'll be in the computer lab on Monday, and the paper is due on Tuesday.

The Year Beyond the End of October

YESTERDAY (Tuesday, Sept. 29):  Short Fiction Test
Make arrangements with me ASAP if you missed the test.

TODAY
I introduced the American Dream Reflection assignment--we went over the outline of this assignment so that you could start thinking about it. A hard copy of the assignment with additional information and formatting requirements will be provided tomorrow.  You will have time in the Computer Lab next Monday to work on it, and it will be due on Tuesday, Oct. 6.

The American Dream—And YOURS

This is not an “essay” but rather two extended paragraphs that provide different perspectives on “the American Dream.”  Each part will have 200-250 words.

Part 1 (You’ll give it your own title)

•  at least ONE and optionally TWO definitions of the American Dream—include source in the sentence or in parentheses [formal MLA citation not required]
•  commentary from you that develops what that might mean in the United States today. 
• OPINION is expected here—how valid, workable, possible is this definition today?  Is it what we all should demand/expect?  Or is it too idealistic?
• BUT—you won’t use the word “I” in this section; except for the quote, what you say is expected to be opinion.

 Part 2 (This will also have your own title)

• This section will be what your own personal “American Dream” is at this point in your life.
• How do you see yourself as part of the big picture, and the traditional view?
•  Even if you think the usual definitions are not accurate or possible, you surely have some hopes or expectations for yourself and for your future.
• Describe those personal hopes and dreams.
• This section will definitely include the word "I."

Also in class today--

We began the actual literature of the period from the beginning of written literature in America  to 1750. 

Anne Bradstreet, "On the Burning of Our House" (pp. 15-18)  [poem]

Main points--

Universality (not of having your house burn down, but of having to cope with unfortunate circumstances).  

How does her reaction reflect her Puritan background?

Simple fact that this was a female writer--one of the few we know of from that time period in America!

EASY LINK to Voting for Homecoming Court:
Homecoming Court voting is happening ONLINE at http://eballot.votenet.com/kamiak   (if it doesn’t work, be sure you're not using www up front)

Log in = Student ID 

Password = Your house # 

TODAY IN CLASS
Students worked on a review assignment that can be turned in before the test tomorrow for a few bonus points.  Use the previous TWO posts for full information regarding the format and content of the test together with links to online copies all four stories.

Here is the assignment from today's class: 

For EACH story:

•  3 random details (make sure one is really important)
• 2 “multiple choice” questions (you don’t need to come up with the other options—what would the answer be?)
• 1 good paragraph question (for TWO of these, give bullet points for a potential response—obviously you should KNOW the gist of the other responses as well)

Remember that there will be a short story test on Tuesday, Sept. 29.  

• The original information of contents (term, stories, and two poems) is on the post for Sept. 23.  If you have lost your original short story hand-outs, you can find electronic copies below.
• The format of the test will include objective questions (matching, multiple choice) with responses on Scantrons, AND written responses (paragraph/extended paragraph) for which you will have to show knowledge, understanding, and insight. 
• Bring both a pencil for the Scantron section and a pen with blue or black ink for the written portion.

Kate Chopin's "The Story of an Hour"

Katherine Anne Porter's The Jilting of Granny Weatherall

John Updike's, A & P

W.D. Wethell 's "The Bass, the River, and Sheila Mant" (plain version)

Reading Strategy version of "The Bass, the River, and Sheila Mant"

FRIDAY IN CLASS
It was a short day, of course.  We reviewed the basic information found on most of the group content charts of the historical introduction to the first unit of the textbook:  "The New Land--Literature before 1750."  We will continue to work with this information as a foundation for beginning with the actual literary or foundation document texts this week.

FOR MONDAY
Time for serious review for Tuesday's short fiction test.

Short Story Test:
Tuesday, Sept. 29

It will cover literary terms, with a focus on the elements of fiction.  We have discussed and applied these, but not formally "defined" each one.  You probably know many of them quite well, but you can confirm what you know or learn what you need to know by using the Glossary of Literary Terms and Techniques found at the back of the red Prentice-Hall textbook (blue band on the edge; beginning on p. 1334).

Plot
Conflict
Character/characterization
Point of View
Setting
Foreshadowing
Flashback
Irony
Tone
Theme

Be sure to note how "characterization" differs from character traits (personality traits) or just a "character" himself/herself.
Also, be aware of all three kinds of irony, but know which type was at the heart of "The Story of an Hour."

Review (this might mean actually re-read, or it might just be a careful review as you skim the story, look at whatever notes/annotations you took, and try to recall what we emphasized in class.

Kate Chopin, "The Story of an Hour"
Katherine Anne Porter, "The Jilting of Granny Weatherall"
John Updike, "A & P"
W. D. Wetherell, "The Bass, the River, and Sheila Mandt"

Finally, re-read the two poems we looked at in conjunction with "Granny Weatherall," both by Emily Dickinson:

• "Because I could not Stop for Death . . . "
• "I Heard a Fly Buzz when I Died"

This will be the place-saver post for the over view of where we've been with the initial unit (Short Stories).