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