E5HFALL2011

Ms. Hyde's English 11th Grade (DOE Calendar)
Room 236 Periods: 5, and 6 (E5)
Email:nbousigardhyde@schools.nyc.gov

DATE

DAILY LESSON AND ASSIGNMENTS ALL LESSONS FOLLOW THE COMMON CORE

HOME WORK

February 17,
2012`

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

Aim: How can we celebrate and show Respect for the Native Americans?

Do Now: Students will take this time to finalyze their presentations.
Turn in essays and rubric if you printed it.

Activity: Students will present their work on the treatment and respect of Native Americans.

What do you think you can do to get everyone to have RESPECT for Native Americans?

RESPECT FOR ALL PROJECT CLEARLY DEFINED AS FOLLOWS:
We are studying the plight of Native Americans in Bury My Heart At Wounded Knee, by Dee Brown
and we have collectively decided on the following:
This assignments has two parts 1 which will have a project grade of 20% and the other of 30 as a
test grade (1 page paper).
Project Grade: DUE TODAY! 2/16/2012
Students can create:
Collage (2-3 students) must have a paragraph for each image, would be great to use direct
quotes from the book
Power Point (2 students) at 6-8 slides, would be great to use direct quotes from the book.
Editorial/Newspaper (2 students) 4 pages with images and 100 words per article on Native
Americans, once again you can use direct quotes from the book.
Art: must have at least a paragraph explaining your art work
Dance: music must be about RESPECT for everyone, your dance must be symbolic about
something about Manifest Destiny, Trial of Tears...Luis is the only student "brave" enough to
do this...I can't wait to see what he comes up with.
Music: Students can play a song that is about Native Americans (you can find a song and
make it your own, but give credit where it is due)
Poem/Rap: You have to recite it or "rap it" in class so far only Randall and Dennis are doing
this.
8th period class ONLY: T'Shirts must be completed TODAY FEB.15TH. WEAR IT TO
SCHOOL. Your T'shirt must have the following: Respect For All, an image that appropriately
represents the theme, a blurb that explains your image, a FACT from .edu, .gov, .org site
and it must be labeled on your T'shirt to the back to show where you got your factual
information.
One page paper E6&E6H CLASSES: DUE FRIDAY 17TH TO MAXIMIZE ON YOUR GRADE YOU
MUST TYPE 12 pt Font, Times Roman a copy of the article must be attached to your paper.
Take your research news article about Native American situation
Knowing your topic well may require you to conduct further research.
Pretend that you are the senator for that state, mayor, governor, or local assembly men who
is charged with making the situation "right" for Native Americans.
You have to address the situation in writing to______________depending on the position
you hold. Please tell them about the situation in the introduction, then tell how (give step by
step) you intend on solving (if solvable) the problem/situation for Native Americans. You can
ask your Social Studies teacher for any advice they may have on how you can attack this
topic.

Wrap up your final assessment!
What was the audience thinking?

Share Out!

Complete Worksheet for SAT Prep and any other handouts that
will be due upon the first day of return

February
15-16, 2012

Respect for All Week
Every February, the New York City Department of Education organizes “Respect for All” week, an
initiative that helps students respect their peers of different races, ethnicities, religions, gender
identities, gender expressions, and sexual orientations. These activities, actions, and discussion
guides will help your group promote respect for the LGBT community.
Common Core Standards being addressed:
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.

Aim: How can we specifically show respect for Native Americans, as well as respect for each other?

Day II: What do you think you can do to get everyone to have RESPECT for Native Americans?

RESPECT FOR ALL PROJECT CLEARLY DEFINED AS FOLLOWS:
We are studying the plight of Native Americans in Bury My Heart At Wounded Knee, by Dee Brown
and we have collectively decided on the following:
This assignments has two parts 1 which will have a project grade of 20% and the other of 30 as a
test grade (1 page paper).
Project Grade: DUE TOMORROW 2/15/2012
Students can create:

Collage (2-3 students) must have a paragraph for each image, would be great to use direct
quotes from the book
Power Point (2 students) at 6-8 slides, would be great to use direct quotes from the book.
Editorial/Newspaper (2 students) 4 pages with images and 100 words per article on Native
Americans, once again you can use direct quotes from the book.
Art: must have at least a paragraph explaining your art work
Dance: music must be about RESPECT for everyone, your dance must be symbolic about
something about Manifest Destiny, Trial of Tears...Luis is the only student "brave" enough to
do this...I can't wait to see what he comes up with.
Music: Students can play a song that is about Native Americans (you can find a song and
make it your own, but give credit where it is due)
Poem/Rap: You have to recite it or "rap it" in class so far only Randall and Dennis are doing
this.
8th period class ONLY: T'Shirts must be completed TODAY FEB.15TH. WEAR IT TO
SCHOOL. Your T'shirt must have the following: Respect For All, an image that appropriately
represents the theme, a blurb that explains your image, a FACT from .edu, .gov, .org site
and it must be labeled on your T'shirt to the back to show where you got your factual
information.

One page paper E6&E6H CLASSES: DUE FRIDAY 17TH TO MAXIMIZE ON YOUR GRADE YOU
MUST TYPE 12 pt Font, Times Roman a copy of the article must be attached to your paper.

Take your research news article about Native American situation
Knowing your topic well may require you to conduct further research.
Pretend that you are the senator for that state, mayor, governor, or local assembly men who
is charged with making the situation "right" for Native Americans.
You have to address the situation in writing to______________depending on the position
you hold. Please tell them about the situation in the introduction, then tell how (give step by
step) you intend on solving (if solvable) the problem/situation for Native Americans. You can
ask your Social Studies teacher for any advice they may have on how you can attack this
topic.

Formative Assessment: Students are graded using a specific or same category rubric.

I advise students to take their work home and complete it and
bring it in on Thursday!

Start your One page Paper. Due Friday This is for ALL E6 or
E6H Classes!

February 10,
13, 14,15
2012

Respect for All Week
Every February, the New York City Department of Education organizes “Respect for All” week, an
initiative that helps students respect their peers of different races, ethnicities, religions, gender
identities, gender expressions, and sexual orientations. These activities, actions, and discussion
guides will help your group promote respect for the LGBT community.

Aim: How can we show "respect for all"?
Do Now: Identify a time when you experienced dis-respect either through personal experience,
seeing it on TV, through the media, or in a literary or non-fiction work.

Day II: What do you think you can do to get everyone to have RESPECT for Native Americans?

Discussion Q: How can we also show respect for Native Americans?
Lesson:
First Thoughts: Exploring Stereotypes (15 minutes)

Explain that one form prejudice takes is "stereotypes." Ask, What do we mean by "stereotype"?
Elicit that a stereotype is a general statement about a group of people based on incomplete
information.

Today we're going to explore stereotypes through an exercise called "First Thoughts." Have the
students work in groups of four. Each group needs a piece of chart paper and markers. In their
groups the students write the word "teenager" in the middle of the chart paper and draw a line
around it. Then they fill the paper with their first thoughts about teenagers.

Give the groups five or ten minutes to complete their "first thoughts" charts. Then give each group
a chance to share what they came up with. After all of the groups have presented, write
"Teenagers" on the chalkboard, elicit from the class the main points that have emerged from their
"first thoughts," and write them down. Your description might look something like this:

Teenagers:

like loud music
are addicted to junk food
talk on the telephone a lot
are rowdy, rude, and disrespectful
won't let anybody tell them what to do
are totally into themselves

Discuss: Do some teenagers fit this description? Do all teenagers fit this description? Who can
describe a teenager you know who is not like this? Is it fair to say or imply that all teenagers are
like this? What negative results could come from people having stereotypes of teenagers?
Prejudice and Discrimination:

Activity:
Use your image to either join a group and create a collage showing maltreatment of the Native
Americans and their protests. Then on the other side of a poster, you can show how Native
Americans should be respected and through what methods. Additionally, Respond to the article
and how you can best help them if you were in a position to do so.

Assessment: Students ability to listen attentively and complete all activities.

KEEP A GOOD DEED CATALOGUE: Journalize 10 good deed
acts that you have either done or notice the good deeds of
others. I need to see Date, Time, Place, Description of the Good
Deed, Identify the people, how is this showing RESPECT!

Day II: SAT Vobabulary Prep; Handouts.

Explain that cultural differences can enrich our lives. The foods
we enjoy from various cultures are just one of the ways we benefit
from cultures different from our own. But unfortunately cultural
differences are sometimes used as an excuse for mistreating
people. We often see this in the world around us. It is for this
reason that we are participating in Respect for All week.

Prejudice and discrimination can cause much pain. Elicit from the
students that prejudice is a negative attitude or opinion that is not
based on knowledge. Discrimination is action based on prejudice.
Ask, students to share examples of prejudice and discrimination?
Encourage them to think of examples that they have experienced
or witnessed in their own lives.

Make sure the students know the names for various kinds of
mistreatment people experience because of differences. You
might make a chart that lists target groups on the left and ask the
students for the name for systematic mistreatment of those
groups. The completed chart might look like this:

TARGET GROUP        SYSTEMIC MISTREATMENT
Women/Men                         Sexism, Abuse
People of color                     Racism
Jewish people                      Anti-Semitism
Gay people                          Homophobia, Abuse
Older people                        Ageism, Abuse
Poor people                         Classism, Abuse

February
9, 2012

PEER REVIEW CHECKLIST
Is the content interesting and thoughtful?
Is the main idea clearly stated?
Is there enough supporting information?
Are the supporting paragraphs relevant and well-organized?
Are ideas connected by transitions and other linking devices?
Is the conclusion effective?
Are the sentences clear?
Are sentence length and structure varied?
Is the paper free of punctuation, spelling, and usage errors?
Is the final version of the paper neat and legible

Peer Evaluation and Editing Writing

Reader's Name___________________________

Writer's Name___________________________

This piece of writing was:

The part I liked best was:

This piece can be improved by:

Look for:
Hook
genre of book and title of book is underlined
controlling idea is clear
punctuation: periods, question marks, commas, capital letters.
sentences: complete, have variety, paragraphs
Spelling
Has main idea, has supporting ideas with quotations, has conclusion
Organized well. last sentence wraps up or summarizes the paragraph and goes back to the
controlling idea.

Assessment: student's ability to get through each task on time. Student's ability to identify well
written paragraphs as well as paragraphs that need improvement. Student's ability to follow
instructions.

You have until Friday to bring in a image that
you think best represents the treatment of the
Native Americans.

Also bring in a controversial article about
Native Americans in today's society. What
problems still exists, what forces and
maltreatment are they still fighting against?

SAT Vocabulary Assessment will done on
Monday not tomorrow for periods 3, 6, and 7
ONLY.

February
7-8, 2012

RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.
g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
L.11-12.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Aim: How can we illustrate our understanding of the plot of BMHAEK through imagrery.

Do Now: Review yesterday's work period questions.

Lesson: Summary of Chapter 1
Chapter 1: ‘‘Their Manners are Decorous and Praiseworthy’’
Bury My Heart at Wounded Knee begins with an overview of the relations between Native
Americans and white settlers from the late−1400s to the mid−1800s. Initially peaceful, these
relations become more tense as white emigration from Europe to the United States increases.
Bury My Heart at Wounded Knee, written by historian Dee Brown, opens by telling how
ChristopherColumbus called the Native Americans “Indios.” He proceeds to outline the history of
European andAmerican discovery and settlement of North America from 1492 to 1860, and its
effect on the Indians. In hisoutline, Brown describes the arrival of the Pilgrims in Massachusetts
and how, even though the Indians helped them survive their first winter, the Pilgrims steadily
encroached on Indian land. In 1675, the colonists defeated Wampanoag chief King Philip and his
people. Brown goes on to describe the ongoing white encroachment on Indian lands throughout
the eastern part of America in the 1700s and early 1800s. This encroachment included the defeat
of the Five Nations of the Iroquois, the slow defeat of the Miami Indians of the Ohio Valley
from1795 to 1840, and the forced deportation of the Cherokees from their tribal lands in the South
to the Indian Territory west of the Missouri River.
The second part of the chapter is devoted to short sketches describing the status of diverse Indian
tribes in theWest as of 1860, with a focus on specific chiefs and warriors of the tribes. These tribes
include the Santee,Teton, and Hunkpapa branches of the Sioux nation, the Cheyennes, the
Apaches, and the Navahos. (NOTE:Brown uses the variant spelling of “Navaho” throughout the
book.) At the chapter’s close, Brown gives a briefmention of the “end of Indian freedom” in 1890 at
Wounded Knee, which provides the title of his book.

Class discussion Questions:
Why do you think it important to discuss the plight of Native Americans in a High School setting?

From what you have read: identify the images and match them to what you have read in Chapter 1.
Write a well developed paragraph creating your own theme (Good vs. Evil, The Importance of
Literacy, etc. as the controlling idea of Bury My Heart At Wounded Knee. Use supporting details
from pages 1-8 of this historical non fiction work to support your controlling idea.

Images

Rubric:
Score Point 2
• presents a well-developed paragraph
• demonstrates a basic understanding of the texts
• establishes an appropriate controlling idea
• supports the controlling idea with clear and appropriate details from both texts
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• has a controlling idea
or
• implies a controlling idea
or
• has an unclear controlling idea
AND
• supports the controlling idea with partial and/or overly general information from the texts
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/texts, or blank
• demonstrates no understanding of the task/texts
• is a personal response

Share out.

You have until Friday to bring in a image that
you think best represents the treatment of the
Native Americans.

Also bring in a controversial article about
Native Americans in today's society. What
problems still exists, what forces and
maltreatment are they still fighting against?

Don't forget to work on your SAT Vocabulary
handouts that is due on Thursday for review.

February
6, 2012

	Due Tomorrow 2/7/2012 Complete today's classwork and yesterday's classwork (see the work period section). Make sure you answer each question completely, provide a direct quote (with quotation marks and page number), analysis of the quote and connection to the answer.

February
3rd, 2012

Answer the Following Questions: Please cite your sources
and try NOT to use wikipedia. Use .gov, org, edu as your
sources and paraphrase your answers.
1. Who receives the credit for naming Native Americans "Indians?"
a) Andrew Jackson
b) John Cabot
c) Christopher Columbus
d) Marco Polo

2. What was manifest destiny?

3. What was the "trail of tears"?

Feb 1-2 2012

DUE TOMORROW, FRIDAY, FEBRUARY 3rd:
Page 5 of the Junior English Syllabus (make sure you and
your parent/guardian fill out the necessary information).
Activity: Read the Syllabus and Policy and Procedures

Print the last page, fill in all the blanks and turn it in on Friday 3rd.

January 31,
2012

Aim: What is E6 Course Outline and Overview?
Do Now: What can I expect from you this semester? What do you expect of yourself? What are
your parents' expectations of yourself?
Activity: Read the Syllabus and Policy and Procedures
3. Self-Assessment:
Write your answer to each question below in descriptive detail. You may want to include specific
examples.
1.) Describe your performance in high school thus far. Include any factors that have influenced
your school performance, either negatively or positively.
2.) Describe your academic and personal strengths.
3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself?
5.) What skills do you want to improve or acquire in English and other subjects before high school
graduation?
6.) What are your future goals? What do you want to become? What area of study (in college)
most interests you and why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this
would be appropriate to share with me, your teacher, and your classmates.

Browse around mshyde.net and get familiar.

1/19/2012

January 24th! mark the date!

Take time to review and practice your writing.

Helpful Links or Downloads:
Critical Lens Template
Critical Lens Rubric
Conversion Chart
All Archived ELA EXAMS AND OTHER EXAMS

1/12/2012
to 1/10/2012
and
1/18/12

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
W.11-12.9. Write a critical analysis essay and draw evidence from two literary texts to support
analysis of critical lens/quote.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

E5 students have approximately two weeks before the English Language Arts Regents
Exam on January 24th. Click on this link for the entire schedule of exams.

Aim: What are the criteria for writing the ELA REGENTS CRITICAL LENS ESSAY?

Do Now: Students will read an essay that scored a 5-6 and identify the format for writing the essay.

"The Ultimate measure of a man....is where he stands in times of challenge and controversy? MLK
Jr. This essay scored 5B. The first paragraph is from the essay that scored 6A.

How is the first paragraph written and what did the writer include? RAIN, TAG etc.
How are the paragraphs formatted and is there a pattern?

1/11/2012
Do Now: We have READ, and ANALYZED three to four CRITICAL LENS essays that received a
high score (5-6). We also identified "smart writing" that writers used in their essays such as "the
story is set in Maycomb" "the protagonist John Proctor faced a challenging moment, but ultimately
confessed to a crime he did not comit to save his wife", The novella The Pearl was set in mid 1940s
and the protagonist's wife Juana had inner struggles with their new found treasure"..This was done
to give you an idea on the criteria for writing your critical lens essay. Students also identified that
they can write 4 well constructed paragraphs and still get a high score, but you have to be very
savvy with the writing and include all the "perks" criteria for writing.

Today, we would look at past quotes and try to figure out what literary elements we would use and I
would like for you to pick a quote and write a critical lens essay.

Exit: Write a paragraph to your parent/guardian telling them how you will format your own critilcal
lens essay to get a score of 6.

Here is a download of ALL THE PAST YEARS CRITICAL LENS
AND SOME OF THE INTERPRETATIONS OF RECENT YEARS.
Please help yourself and review the lens and see how many you
can interpret.

12/22/2011

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).

Aim: How can we show mastery of writing a well developed paragraph?

Do Now: Read both passages (do not write on the handouts), then answer the multiple choice
questions. After you have completed the multiple choice questions on a separate page, then write
a short response (well developed paragraph) on the controlling idea about the power of reading.

Short-Response Questions
Directions (26–27): Write your response to question 26 on page 1 of your essay booklet and
question 27 on page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I
(poem) and Passage II (historical account) to establish a controlling idea
About the power of reading. Develop your controlling idea using specific examples and
details from both Passage I and Passage II.

Example: (hook) Reading can have such a powerful impact on a person, some even life
changing. Both passages establish teh controlling idea of the power of reading.

27 Choose a specific literary element (e.g., theme, characterization, structure, point
of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,
etc.) used by ONLY one of the authors. Using specific details from either Passage I (poem) or
Passage II (memoir), in a well-developed paragraph, show
how the author uses that element or technique to develop the passage.

Formative Assessment Rubrics:
Question 26
(used for 2-credit responses that refer to two texts)
Score Point 2
• presents a well-developed paragraph
• demonstrates a basic understanding of the texts
• establishes an appropriate controlling idea
• supports the controlling idea with clear and appropriate details from both texts
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• has a controlling idea
or
• implies a controlling idea
or
• has an unclear controlling idea
AND
• supports the controlling idea with partial and/or overly general information from the texts
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/texts, or blank
• demonstrates no understanding of the task/texts
• is a personal response

Directions (26–27): Write your response to question 26 on page 1 of your essay booklet and
question 27 on page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I
(the memoir excerpt) and Passage II (the poem) to establish a controlling idea
about __________________________________. Develop your controlling idea using specific
examples and details from both Passage I and Passage II.

27 Choose a specific literary element (e.g., theme, characterization, structure, point
of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,
etc.) used by one of the authors. Using specific details from either Passage I (the
memoir excerpt) or Passage II (the poem), in a well-developed paragraph, show
how the author uses that element or technique to develop the passage.

Question 27
(used for 2-credit responses that refer only to one text)
Score Point 2
• presents a well-developed paragraph
• provides an appropriate explanation of the literary element or technique chosen
• supports the explanation with clear and appropriate evidence from the text
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• provides an explanation of the literary element or technique
or
• implies an explanation of the literary element or technique
or
• has an unclear explanation of the literary element or technique
AND
• supports the explanation with partial and/or overly general information from the text
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Score Point 0
• is off topic, incoherent, a copy of the task/text, or blank
• demonstrates no understanding of the task/text
• is a personal response
Note: Since the question specifies choosing one of the authors, if the student responds using both
passages, score the portion of the response that would give the student the higher score.

What literary elements can you identify in the poem? Quote the
line numbers for quick reference. CLICK HERE TO GET THE
EXAM AND COMPLETE THE SECOND WELL DEVELOPED AT
HOME AND BRING TOMORROW.

PLEASE COME TO CLASS TOMORROW TO PICK UP YOUR
ASSIGNMENT THAT YOU MUST COMPLETE OVER THE
HOLIDAY BREAK AND RETURN IT TO M E ON THE FIRST DAY
OF RETURN jAN. 3RD, 2012

12/21/11

TEST TODAY!

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed
Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Aim: What are the criteria for achieving a score of 6 on the critical lens essay?

Do Now: Students will prepare to take a formative 20 minutes exam on Fences.

Micellaneous: Please return all Fences in return for your second Reading that you will need to
complete over the break. Sorry, but I have to give you an assignment because it is very close to the
ELA Regents and we have very little time before we do another exam in class.

Activity Period 5: If we have time we will peer review each other's critical lens essays according to
the rubric criteria.
Activity Period 6: Teacher will distribute the critical lens essay and we will conduct peer reviews of
the critical lens essays.

Critical Lens Rubric I only included scores ranging from 2 to 6. Work in peers, read the critical lens
essay, did the student use the
"right" format? RAIN/RIAN+TAG.in the introduction
Discuss and analyze work 1 in Body II
Discuss and analyze work 2 in Body III
Discuss theme or anything specific to the plot Body III
Conclude with a very strong paragraph.

Please provide warm and cool feeback on the student's paper.

Assessment:
Students will use the rubric handouts/online version to conduct their peer share critical lens essay.

		no hw....:-)

	VISUAL LEARNERS Procedures/Activities 4 PARTS OF A PARAGRAPH 1. Ask: “What does the word ‘paragraph’ mean to you?” Write student responses on board. 2. Say: “In third grade we learn how to write good paragraphs, but before we can write a paragraph, we need to know the parts of a paragraph.” 3. Say: “The topic sentence of a paragraph tells the reader the main idea. On the stoplight, the topic sentence is green because green means go. When you write a topic sentence, you have to be sure to give the reader a clear idea of what you’re going to write about. The topic sentence gets the reader interested to read further.” 4. Say: “The next part of a paragraph is the information you want to give the reader. They are the yellow on the stoplight because you should ‘slow down’ and give a reason, detail, or fact. Yellows are easy to spot because they start with a transition word. Transition words are words like first, second, third, or first, next, last. When a sentence starts with one of these words, you know a new idea is coming.” Say: “Next are the sentences that make a paragraph interesting. The ‘reds’ are the explanations and examples you write to follow up a yellow. The reds give more information about the yellows. Reds are not necessary, but they make your paragraph more interesting.” 5. Say: “The last part of a paragraph is the conclusion sentence. Why do you think conclusions are green?” (because they go back and restate the topic sentence). “The conclusion is where you go back and tell your reader the main idea of your paragraph again. It should restate your topic sentence, but it should not be exactly the same.”

12/20/2011

W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.

Aim:How can we determing the main idea and details of August Wilson's Fences?

Do Now DOK Recall take one of the pink sheet and answer the True/False questions:
Listen to the questions and answer True or False on a sheet of paper.
____After Troy's affair, Rose finds solace in the church.
____The family gathers for Troy's funeral ten years after Raynell is born.
____After Troy's death, Rose tells Cory he is just like his father.
____Rose tells Cory that her first mistake in her marriage was in not laying down some rules about
other women.
____Gabe believes his role when Troy dies is to tell St. Peter to open heaven's gates for Troy to
enter.

Mini Lesson: DOK Recall
Tone and Mood

Questions pertaining to identifying the main ideas and details in Fences. We are going
to play "hot potato". A potato will be passed around and whenever I say stop, whomever
has the hot potato has to answer one of the following questions.

According to Richard's introduction, Troy Maxon's destiny is shaped by a father who...
Troy and Bono have a Friday night ritual of...
When Bono first confronts Troy about Alberta, Troy...
Troy Thinks the only reason Lyons comes to visit him is...
According to Troy, he battled Death...
Troy agrees to compromise with Cory about...
Troy disagrees with Cory's assertion that...
Troy's father left him a dual legacy of...
Troy spent 15 years in prison for/because...
Bono tells Troy that Rose wants a fence...
Troy reveals his affair to Rose...
Troy justifies his affair with Alberta by telling Rose that...
Cory reaches "strike two" with Troy when he...
Troy contradicts his own words when he...
After Alberta dies, Troy tells Death...
Cory's final confrontation with Troy ends...
Cory changes his mind about going to the funeral because/after..

Share out.

Assessment:
Students ability to have a little fun with game play on identifying main ideas and details.
Students ability to take responsibility for the assignment and task and answer the questions.

E5-all classes Complete Tone and Mood handout link in the mini
lesson for homework and bring to school tomorrow. Please return
all Fences tomorrow.

12/19/2011

CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their
own views in light of the evidence presented.

Aim: Using baseball as a metaphor: How do people strike out?
Aim period 6: How can we concisely narrate the plot of Fences in a presentation?

Do Now Period 5: Explain Troy's view of responsibility vs. love (POV skill assessment). Ms. Litman’s
making inferences.
Period 6: Turn in Plot Structure project of Fences and let’s do a mini presentation of our work using
the Rubric (handout)

Mini Lesson:
Point of View
The point of view in a work of literature is determined by the narrator, that is, the person telling the
story.
This narrator may be the author or a character in the story, book, play, or poem
First Person: If the narrator is a character in the story, this is first person point of view.One way to
recognize this is the use of the pronoun “I” by the narrator.
This is similar to hearing a person tell you about what happened to them personally, or what they
saw happen first hand.
What are some other pronouns that can be used to show first person point of view? me, we, us,
our, myself
Third Person:
If the author or narrator is telling the story, this is known as third person point of view.
What are some pronouns that will show third person point of view?
he, she, they, them

There are two types of third person points of view.
Limited
Omniscient
If the author relates the events of the story from the perspective of only one character, this is
known as third person limited point of view. The reader can see into the mind of only one
person.
Thoughts of 1 character= limited
If the author relates the events of the story from the perspective of several characters, this is
known as third person omniscient point of view. The reader is privy to the thoughts of several, or
even all, of the characters.
Thoughts of several/all characters= omniscient

Activity 2: By now students would have already completed the Play in period 6. Please get into
groups of 5 and select scenes and act them out WITHOUT USING ANY WORDS, and the
audience will guess the scenes.
Actors has to give detail information about the scene when acting.
You can illustrate scenes that best represent the following themes:
Family struggles, or relationships
Death
Coming of Age
Dream Deferred will come back to haunt you
Like Father like son
Hard work and talent lead to success
Love can repare all wounds

Parents please make sure your children are reading at home.
They need to complete Reading Fences as of Today.

12/16/2011

MY HUMBLE APOLOGIES FOR BEING OUT TODAY..HYDE SICK.

12/15/2011

CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.

Aim: How well do we know the plot of Fences?

Do Now: Explain Troy's view of responsibility vs. love (POV skill assessment)

Mini Lesson:
Point of View
The point of view in a work of literature is determined by the narrator, that is, the person telling the
story.
This narrator may be the author or a character in the story, book, play, or poem
First Person: If the narrator is a character in the story, this is first person point of view.
One way to recognize this is the use of the pronoun “I” by the narrator.
This is similar to hearing a person tell you about what happened to them personally, or what they
saw happen first hand.
What are some other pronouns that can be used to show first person point of view?
me, we, us, our, myself
Third Person:
If the author or narrator is telling the story, this is known as third person point of view.
What are some pronouns that will show third person point of view?
he, she, they, them

There are two types of third person points of view.
Limited
Omniscient
If the author relates the events of the story from the perspective of only one character, this is
known as third person limited point of view. The reader can see into the mind of only one person.
Thoughts of 1 character= limited
If the author relates the events of the story from the perspective of several characters, this is
known as third person omniscient point of view. The reader is privy to the thoughts of several, or
even all, of the characters.
Thoughts of several/all characters= omniscient

Activity: By now students would have already completed the Play in period 6. Please get into
groups of 5 and select scenes and act them out WITHOUT USING ANY WORDS, and the audience
will guess the scenes.
Actors has to give detail information about the scene when acting.
You can illustrate scenes that best represent the following themes:
Family struggles, or relationships
Death
Coming of Age
Dream Deferred will come back to haunt you
Like Father like son
Hard work and talent lead to success
Love can repare all wounds

Please complete the play there will be quiz SOON

12/12-14/201
1

CCS:
W11-12.2b:Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
W11-12.3.BUse narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
SL11-12.1:
Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals
and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.

Aim: What connections can we make between Fences and our own experiences in life?

Do Now: What do you know about baseball?
How many innings?____________
How many players on the field?_________
Different positions played on the field?_________
Name some plays for example: stealing base,_____________________________

Activity 1: Read Aloud
Period 5 credit awarded: Kevin, Clarissa, Mariano, Ezekiel, Edwin, Gabriel, Roman
Volunteers for period 6: Karl, Sharon, JiYoung, Jasmine, Adam, Angelos
I would like to especially thank Kevin from 5th and Karl from 6th periods for playing such an
important role in Troy. You two really nailed the character. Plus you read well.

Activity II:
Why Should I Care?
Although Fences focuses on the African-American experience in its portrayal of a black family
struggling to get by in 1950s Pittsburgh, the appeal of the play is universal. The conflict at the
center of the play is one that could take place in any family.

Most of us know what it's like to live in the shadow of our parents. Troy Maxson, the main
character of Fences, struggles to be a father with nothing to go on but the harsh example set by
his own father. We also see Troy's son, Cory, coming of age under Troy's reign. The play shows
that no matter how old you are, you're constantly measuring yourself against the example set by
your parents. We're pretty sure most people know what this feels like. Even if your family was
nothing like the Maxsons, you can probably connect with this basic human struggle.
Origins of Troy Maxon:

According to Joseph Kelly, editor of The Seagull Reader: Plays, Troy Maxon is loosely based
upon August Wilson's step-father, David Bedford. The following can be said about both men:
http://plays.about.com/od/plays/a/fences.htm

Talented, young athletes.
Unable to attend college.
Turned to crime for income.
Killed a man.
Spent decades in prison.
Married / settled down to a new life after prison term.
Write in one WELL DEVELOPED paragraph how you can connect to the plot, conflicts or
struggles.Therefore, you can use the same format for writing the ELA Regents Well
Developed paragraph using the theme of family struggle. Remember you have to use
Fences as a text, but more importantly your own life story. Open Book, open life.

Assessment:
Student's ability to focus and be organized
Student completes each task with the time
Student is an active participant
Student writes a well developed paragrah connecting their own experioence to that of the
characters in Fences.
Conventions for writing counts.

PERIOD 6 ONLY DUE FRIDAY! PLOT PYRAMID ON FENCES ON
CHART PAPER WITH IMAGES THAT REPRESENTS ALL THE
MAJOR ELEMENTS OF THE PLOT OF THE PLAY. DUE FRIDAY.
THIS WILL BE COUNTED AS A PROJECT GRADE DUE NEXT
WEEK MONDAY. EACH ELEMENT OF PLOT MUST HAVE AT
LEAST 3 SENTENCES DESCRIBING THE ELEMENT:
EXPOSITION, RISING ACTION, CLIMAX, FALLING ACTION,
RESOLUTION.
CHARACTERS: TROY, ROSE, CORY, RAYNELL, GABRIEL
CONFLICT(S) IDENTIFY THE CHARACTERS AND NARRATE THE
CONFLICT
POINT OF VIEW
SETTING (TIME AND PLACE)
THEME: PRODUCE YOUR OWN

PERIOD 5 STUDENTS CAN DO THIS FOR EXTRA CREDIT BUT
IT MUST BE UP TO STANDARD AND FOLLOW ALL
DIRECTIONS. STUDENTS WHO WANT TO DO THIS FOR
EXTRA CREDIT MUST SEE ME FOR APPROVAL.

dictionary.com
base·ball [beys-bawl] Show IPA
noun
1.
a game of ball between two nine-player teams played usually for
nine innings on a field that has as a focal point a diamond-shaped
infield with a home plate and three other bases, 90 feet (27
meters) apart, forming a circuit that must be completed by a base
runner in order to score, the central offensive action entailing
hitting of a pitched ball with a wooden or metal bat and running of
the bases, the winner being the team scoring the most runs.
2.
the ball used in this game, being a sphere approximately 3 inches
(7 cm) in diameter with a twine-covered center of cork covered by
stitched horsehide.
3.
Cards . a variety of five-card or seven-card stud poker in which
nines and threes are wild and in which threes and fours dealt face
up gain the player either penalties or privileges.
Origin:
1795–1805; base1 + ball1

12/02/2011

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
W.11-12.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, concerns, values, and possible biases.

Aim: What are some of the major ideas presented in August Wilson's Fences?
Do Now: List two ways that a physical fence is symbolic
1
2

Activity:
Short Answers:

How do Troy and Cory reach a compromise over buying a TV?
Identify two problems Bono and Lyons believe Troy may encounter in pursuing his promotion
to truck driver.
What effect does Bono's fatherless childhood have on him?
How many years did Troy spend in prison, and for what reason was he there?
What are the "walking blues"

True or False

Troy believes Cory's job is more important than football
Troy tells Cory he provides for him because it is his responsibility, but he doesn't have to
love him.
Troy tells Rose he hopes Cory will grow up to be just like him.
Troy regrets not having a chance to know his father better.
Cory believes Troy thwarts his chance to play football because he is afraid Cory will be
better at sports than he was.

Activity:
Write a well developed about a fence in your life. Sketch an image of a metaphorical fence in your
life.

Take Home Assessment on Fences i.e. providing I can get copies
for you.

I want students to bring in an image and explain why it is a
metaphorical or symbolic fence in society, life, world at large.

no late work will be accepted this marking period without a parent
note if absent.

1130/2011 to
12/01/2011

An email was sent to parents and students about the Acuity test on Wednesday and Thursday.

Bring in Fences for Review

11/17-11/23/1
1

CCS:
R.11.1:Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
R.11.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
R.11.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors).
W. 11.4Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

Aim: How can we illustrate theory through practice of writing and selecting the best answers?

Do Now: Please review the readings of the exam you did yesterday. Remember do not write on the
exam.

Activity: Complete or continue to write #26 (referring to both passages controlling idea), and #27
identifying and illustrating how the author uses a literary element or technique to develop the plot.

Activity 2: Peer review and assessment. Here are Questions #26 and #27 Rubrics

Share out:
What did you learn today about writing the well develop paragraphs?

Day II: We will proceed with peer editing and review using the ELA Regents Rubric.
Activity: The Critical Lens Essay (I will give this in class)
Writing your introduction:
State the quote
Next sentence is the interpretation of the quote. What does it mean in your own words?
CANNOT use I, you, we, me, my. Instead use they, readers, people - Example: This quote means
that people…
Is the quote true or not/mention the book titles you will use. This quote is true in the books
________ and __________ because.../ Readers think this quote is true in the books ______ and
____ because...
Thesis – the main focus of your essay
Both (title of literary work 1)by (author of literary work 1)and (title of literary work 2)by         (author
of literary work 2)support the idea that some things worth having cannot be         gained without
sacrifice.

Mention the literary terms (theme) that support the quote in the chosen books. Example: Irony,
conflict, theme, motivation and setting support the quote. The author uses irony, conflict and
setting to show how this quote is true.

Day III
Aim: How can we write an effective introductory paragraph for the Critical Lens Essay?

Do Now: Use the template as a guide to only write your introduction paragraph using RAIN
(Restate the quote, agree/disagree with the quote, interpret the quote, name two literary works
using TAG (title, author, and genre) and what 2-3 literary elements are most pertinent in these
works to best help suppport your quote.

Day IV Do Now: Review the handout of the outline of a critical lens essay. Then start writing your
critical lens essay:

Introduction: RAIN, then 2 TAGs with literary elements that relates to the quote
Body I: Discuss one work and show how this book, character, conflict etc. relates to the quote
Discuss how the author uses a specific literary element that you can use to relate to the
Quote
Body 2: Discuss the second work and show how this book, character, conflict etc. relates to
the        quote..
Discuss how the author uses a specivif literary element that you can use to relate
to the quote.
Body 3: Compare and contrast both books using a specific element that can unite (theme) the
quote
using both books.
Conclusion: Phew!

Here are sample PPT outlines for you to use as a guide.
Sample 1
Sample 2
Writing Template for you to follow when writing the actual exam.

Complete reading August Wilson's Fences.
http://www.scriptfrenzy.org/howtoformatastageplay

PLEASE DOWNLOAD, PRINT, AND COMPLETE THE HANDOUT
ATTACHED TO THIS LINK AND RETURN TO SCHOOL ON
MONDAY 21st. THIS WILL BE GRADED AS A QUIZ.

11/15-16/201
1

Objectives (Students will):
Comprehend the English Regents Examination Critical Lens structural format for writing.
Identify the components written in a sample essay.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the
text, including determining where the text leaves matters uncertain.
Reading and writing for critical analysis, as assessed by:
- a written response to two works of literature read in class

Aim: What are the requirements for writing the ELA Regents Critical Lens Essay?

Do Now: In your notebooks draft a brief/informat outline of a basic five paragraph essay

Mini Lesson: Critical Lens Breakdown
Steps to writing the critical lens and format:
Resources: Here you are expected to be versed on two works of literature (novels, poems,
novellas, plays, autobiographies
etc) and use them to support the critical lens/quote
Analyze the Critical Lens/Quote. Do I agree or disagree with this quote? Reminder, it is always
easier to agree.
Analyze the Critical Lens/Quote: Then ask yourself what two works you know will be perfect to use
to support the critical lens
Analyze the Critical Lens/Quote: Also ask yourself what literary techniques or elements would be
appropriate to use to support
the quote. For example if you were given the following critical lens:
“The ultimate measure of a man is not where he stands in
moments of comfort and convenience, but where he
stands at times of challenge and controversy.”
—Martin Luther King, Jr.
Strength to Love, 1963
Then following literary elements/techniques that I can use to show how either the author uses
these elements to develop the plot
while supporting the lens are: characterization and conflict (internal/external).
Here is an example of my annotation of a Critical Lens introduction:
Introduction:

Guided Practice for DI: I do you watch, then you do
Bernadette Devlin once said, “To gain that which is worth having, it may be necessary to lose
everything else.” This quotation means that it is sometimes necessary to give up what we have in
order to attain something greater. I agree with this quotation, as it holds true in life and in literature.
Both (title of literary work 1 and genre) by (author of literary work 1)and (title of literary work 2 and
genre) by (author of literary work 2)support the idea that some things worth having cannot be
gained without sacrifice as shown by the characters______and _____.
OR, you can simply say, Both authors use (literary elements/techniques of______) to show how
specific characters (you can mention their names) actions support the idea that some things worth
having cannot be gained without sacrifice.

My annotation/deconstruction of the above introductory critical lens paragraph.
Student restates the critical lens: Bernadette Devlin once said, “To gain that which is worth having,
it may be necessary to lose
everything else…

Student interprets the critical lens: This quotation means that it is sometimes necessary to give up
what we have in order to attain something greater…GUESS WHAT? THIS BECOMES YOUR
THESIS!!! that you will prove and provide supporting details to in the body paragraphs.

Student agrees with critical lens and gives an brief explanation as to why s/he agrees with the
critical lens: I agree with this quotation, as it holds true in life and in literature.

Student identifies two works of literature and identifies specific literary elements/techniques with
brief explanation…this is the concluding sentence in your introductory paragraph.

Procedure for Cooperative Learning:
Students will pair up and complete the following tasks:
click on the following link and identify the parts of the essay: introduction, body paragraphs,
conclusion
Hook (if any)
TAGE/T--title of literary works, authors, genres, elements/techniques used to support the lens
Specific literary elements/techniques used in the essay
Topic sentences
Concluding sentences
Supporting details
Transitions
Identify where the student rewrites the thesis differently in the conclusion.

Students can print their annotations in classroom printer. Or, if this activity isn't available
electronically, then students will have printed copies and can use markers to identify the
components of the sample critical lens essay.
The following is an example of a critical lens essay, which gained a high score on the NYS Regents
Exam

Note: This is an actual essay, which contains flaws, but scored 5.

Critical Lens: “Literature opens a dark window on the soul, revealing more about what is bad in
human nature than what is good.” (NOTE: no author is mentioned)

A) An anonymous writer once said “literature opens a dark window on the soul, revealing
more about what is bad in human nature than what is good.” B) This statement suggests that
literature shows more about the bad aspects of people than the good. C) This critical lens is invalid
because literature shows good and bad sides of human nature about equally, both in terms of
people’s personal qualities and in terms of their actions. D) To Kill a Mockingbird, by Harper Lee,
and Of Mice and Men, by John Steinbeck, are two novels that illustrate this balance of good
and bad.

E) The characters of To Kill a Mockingbird represent a wide range of human nature. 1) For
Example, Atticus Finch is a character with very positive qualities. He is a model of courage and
integrity, someone willing to a take a stand for what he believes in. 2) By contrast, Bob Ewell is evil
and violent. He has many of the worst qualities of human nature. * Furthermore, most of the other
people of Maycomb, Alabama, where the story takes place, show attitudes of bigotry, prejudice,
and racism.(Transition) The plot of To Kill a Mockingbird similarly shows both good and bad
through people’s actions. 3) On the negative side, people cruelly and unjustly accuse Tom
Robinson of rape because he is black. 4) Bob Ewell curses Atticus and spits in his face. However,
many positive events occur, too. 5) For instance, Atticus risks his own safety to confront a lynch
mob outside the jail. And the neighbor, Boo Radley, comes out of hiding to save Atticus’s children
when Bob Ewell attacks them. * Such heroic actions suggest the basic decency of human nature.
The characters of Of Mice and Men also show people’s good traits as well as their bad. In the
relationship between George and Lennie, there are positive qualities of human nature, such as
friendship, loyalty, and trust. But Curley, a mean troublemaker, shows just how unpleasant people
can be.The plot of Of Mice and Men shows how good or bad people can be in their actions.
George protects Lennie and takes care of him. At the end, George has to shoot his friend to save
him from a worst fate. Meanwhile, Curley is a bully. It’s he who wants to
shoot Lennie down after Lennie accidentally kills Curley’s wife. It’s interesting that George shoots
Lennie out of friendship, while Curley wanted to shoot him for revenge. These two motives in
themselves suggest the range of human nature.
Books such as To Kill a Mockingbird and Of Mice and Men show the interaction between positive
and negative aspects of human nature. Rather than emphasize the bad, they present a more or
less balanced view of people’s good and bad qualities and actions

Share out!
Answer the aim question in on a sheet of paper and submit what you learned and if you still need
clarification about the critical lens essay. Turn it in!

Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
•Varying academic levels: uses individual writing time to allow students to progress at their own
ability level
•Visual learners: incorporates graphic organizers to help structure an essay, uses color coding to
identify paragraph structure
•Auditory learners: encourages large-group discussion to create a class outline

Day II we will start another ELA Regents test.

Study the following: When it comes to write a critical lens
essay; then your keen focus on the literary works become
mandatory. In critical lens essays, analyzing the perspective
statement in-depth helps you to deliver the valid interpretation of
the statement. If you are able to interpret your critical lens
statement effectively; then you would also be able to support your
agree or disagree opinion about the statement by referring to
literary elements.

Here are the 13 literary elements that you should
profoundly focus on while writing a critical lens essay:
Characterization: Whether author implements a character
directly or indirectly.
Conflict: The confrontation between the opposing forces like
Hero vs Villain.
Figurative Language: Using the simile, metaphor, alliteration,
personification and hyperbole in the right
place at the right time.
Flashback: A scene that reflects the past event at present.
Foreshadowing: Hints or clues suggesting the events that may
happen next.
Imagery: Use of sensory language to visualize an imaginary
character.
Irony: Contradict – What was expected to happen and what
happened.
Plot: The sequence of events in the literary work.
Point of View: The perspective of the narrative.
Setting: The time and place where the action was performed in
literary work.
Symbolism: Anything that stands for something in the literary
work.
Theme: The central idea behind the literary work.
Tone: Attitude of author towards the
audience or subject.

Once you have a full grip over the preceding elements;
then there is no way you can’t write an impressive critical
lens essay

11/11/2011

School Closed So Sorry have to wait three long days before I can see my classes. ;-(

11/10-14/201
1

Ms. Litman:
thanks for
your
support!

R.11.1:Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
R.11.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
R.11.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors).

Skills:
Read and follow habits of a good reader
Process of elimination to select best answer
Determine main ideas, best supporting details, vocabulary in context
Identify writer's craft

Aim: How can we identify and develop controlling ideas, make inferences, provide supporting
details, and determine vocabulary in context?

Do Now: Recall and illustrate in your notebooks the graphic organizer we use when we compare
and contrast?

Mini Lesson:
Recipe/Format for an Illustration Paragraph:
a). Write one topic sentence that provides the element or object that you will be writing about. In
this sentence, you should tell if you like or dislike your topic and have three reasons why.
b). In one sentence, explain your first reason. Your explanation should explain why you feel the
way you do.
c). Give one specific example that will illustrate your first explanation.
d). Be sure to explain your second reason in one sentence and start with a transitional phrase.
e). Provide a clear and specific example that supports your second explanation. Your example
should be no more than two sentences.
f). Using another transitional phrase, write one sentence that explains your third reason.
g). Write about two sentences that give an illustrative example of your third reason.
h). Seal off your entire paragraph with one closing sentence.

Activity 1: Multiple Choice Questions last 6 questions for period 5

Let's take another look at the two passages we read yesterday and see if we can figure
out the theme/controlling idea for both.

Sample essay that scored a 2
Sample essay that scored a 1

Review: What do you feel we need to do in class to better help you?

Continue Reading Act III of August Wilson's Fences
You can go online to youtube and watch clips from the Broadway
Play with Denzel Washington and Viola Davis. I saw this play last
year.

Read the excerpt "The Scholarship Jacket", by Marta Salinas,
complete the questions and bring to school on Monday 14th.

Continue reading Fences and I will catch up with class discussion
questions, and Quizzes etc. Yes! it is coming. Some of you need
to enhance your reading library for the critical lens essay.
What have we've read so far (Inventory)
Short Stories
"The Scarlet Ibis" James Hurst
"Hills Like White Elephants" Ernest Hemmingway
"The Travelers"
Informational Texts/Autobiographies
Excerpts: Harriet Jacobs "Preface" from Incidents
"Letter to Rev. Dr. Occum" Phyllis Wheatley
Patrick Henry's speech in the Virginia Convention
"The Minister's Black Veil" Nathaniel Hawthorne
Drama/Play
Fences, August Wilson

11/09/2011

Today E5 Period 5 will complete Part 2 of the ELA Regents
Common Core Objectives:
R.11.1:Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
R.11.2: Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
R.11.4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)

Aim: How can we become better readers?

Do Now: Recall and list three things good readers do
1
2
3

Activity 1: Read the passage, annotate as you read, and answer the 6 multiple choice questions.
Activity 2 (only if time permits) Read the passages, annotate as you read, and anwer the multiple
choice questions.

Closing: Where are you currently on the conversion chart?
What do you feel we need to do in class to better help you?

Formative Assessment based on Summative State Assessment.
6 correct= Level 4
5 correct= Level 3
4 correct= Level 2
1-3 correct =Level 1 and below

Continue Reading Act II of August Wilson's Fences
You can go online to youtube and watch clips from the Broadway
Play with Denzel Washington and Viola Davis. I saw this play last
year.

Look up the following Poem literary devices: know how to
identify them
stanza
sonnet
elegy
free verse
dramatic monologue

Some of you are probably finding the vernacular a bit off. For
example what does it mean "you got to take the crooked with the
straights?"

Yes! the "N" word is used very oftern in this play.

11/08/2011

no classes today!

Continue Reading Act II of August Wilson's Fences

11/7/2011

PLEASE BE ADVISED THIS IS A SHORT WEEK
Monday - class
Tuesday - no class
Wednesday - class
Thursday - class
Friday - no school

Here is a breakdown of the ELA Regents Exam:
The examination has four parts.

Part 1 tests listening skills; you are to answer all eight multiple-choice questions.
Part 2, you are to answer all twelve multiple-choice questions.
Part 3, you are to answer all five multiple-choice questions and the two short
constructed-response questions.
Part 4, you are to write one essay response.

When you have completed the examination, you must sign the statement printed at the
end of the answer sheet, indicating that you had no unlawful knowledge of the questions
or answers prior to the examination and that you have neither given nor received
assistance in answering any of the questions during the examination. Your answer sheet
cannot be accepted if you fail to sign this declaration.

Differentiation: Read Aloud and projecting symbolic images. (Visual learners)
Aim: How are my ELA Regents scores converted?

Do Now (DOK): Let's take a look at the conversion chart to calculate your final score

Activity 1 for E5Period 5:Identifying symbolism and why it represents something larger
Activity 1 for period 6 only: let's move on to Part II of the exam.
Read the excerpt and asnwer the 6 questions on the handout.
We will review it in class.

Closing: Where are you currently on the conversion chart?
What do you feel we need to do in class to better help you?

Formative Assessment based on Summative State Assessment
6 correct=Level 4
5 correct=Level 3
4 correct=Level 2
1-3 correct=Level 1 and below

11/04/2011

Aim: What do we do when an author infers?

Do Now: Ms. Hyde had a headache and sore throat yesterday, she called in sick today. What can
you infer was the reason for Ms. Hyde's absence from work?

Mini Lesson: It has been my experience that students need to improve their understanding of
making inferences.
What is an inference: Simply put; it's an educated guess about something that is implied. When
an author implies the reader infers.
Activity 1: Making inferences from photos (whole class) for visual learners

How do good readers make inferences?
They use:

Word/text clues
Picture clues
Define unknown words
Look for emotion (feelings)
Use what they already know
Look for explanations for events
ASK themselves questions!

Activity 2 (transfer learning):
Making Inferences Activity Work Sheet 1
Making Inferences Activity Work Sheet 2

Peer Review Work Sheets!
What did you learned today about making inferences?

Period 6 E5H ONLY
Read the Article: August Wilson's Fences banned in Chicago, IL School

Read August Wilson Fences Act 1 for class discussion on Monday
Fill in the following: using direct quotes as support.
Characters                                                       Characterization
Troy
Bono
Rose
Cory
Gabriel
Lyons

Setting (time and place)                               Description

Conflicts                                                           (internal and external)
Troy
Bono
Rose
Cory
Gabriel
Lyons

11/03/2011

Purpose: Students will get a better understanding of the ELA Regents Exam LIstening Section.
CCS ObjectiveS for College Readiness:
Listen to an account and evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
SL.11-12.6. Adapt speech to a variety of contexts and tasks

Instructional Objectives:
Gain a better understanding of the format for the Listening Section of the ELA Regents.
Acquire skills for better listening and notetaking
Selecting the best answer focusing on inference based questions.

Aim: What do good listeners do?

Do Now: List 5 things you do when you listen and peer share.

Mini Lesson: Habits of a Good Listener
To truly listen to someone--not just to hear the words the other is saying but to pay attention to the
message contained in the words--is the greatest compliment we can give another person. It means
that the other is important enough to us so that we are willing to give him or her our most valuable
commodity: our time.

It isn’t always easy to listen, especially when we are preoccupied with fifteen different things that
needed doing an hour ago or when we simply aren’t interested in what the other person is saying.
But making the effort pays off. Listening can provide a bond of intimacy that deepens our
connection to others. It can enrich our personal relationships and help us make fewer mistakes in
our jobs. It can increase our learning potential. And it might even earn you a special compliment: “I
really like Jane. She’s such a good listener.” (Written on 11/17/2008 by Professor Mary Ann
Gauthier).

10 Steps to Effective Listening

Activity 1: Listen to the Biography of Thomas Alva Edison
Be prepared to take notes and answer multiple choice questions.
Listen for the following:

Genre: Biography of _______________
KWL: What do you already know, what is given in the story, what you learned
Point of View-who is telling the story?
What does the speaker suggests, infers?
Characterization of the main character
What conclusions can you make about the character(s), setting, conflict (if any)?
Vocabulary Words in Context (word roots, context clues)
What is the overall tone of the work?

With careful analysis, of what you listened for and your notes:
What trends are there (if any) with students' ability to answer certain questions?
We will take an inventory of the 8 questions and identify any problem areas.

Share out!
What did you like about this lesson and why?

Research the life and time of August Wilson (you are not turning
in this homework). BUT need to know his life, birth, education,
marriage, children, literary works, and death. We will be reading
his play Fences.
Fences Study Guide.

Please be advised that I would like us to put on this play and A
Raisin in the Sun for our school. I need serious actors!

11/02/2011

Please DO
NOT
COMPLETE
ANY OF
THIS
LESSON
UNTIL I
RETURN TO
CLASS TO
TEACH IT

Purpose: Students will get a better understanding of the ELA Regents Exam Listening Section.
Objective: Ideally, literature turns us upon ourselves and invites us to reflect upon our own
humanity, growth, struggles, pain, choices, etc. Through sense imagery, students will develop a
mental picture of war. More importantly, they will focus on questions and comments that develop
the moral dilemmas presented and/or offer fresh insight to the problems posed.

Instructional Objectives:

Gain a better understanding of the format for the Listening Section of the ELA Regents
Acquire skills for better listening and note taking
Selecting the best answer

This story addresses:
• accepting responsibility for one's actions,
• living with regret

Aim: How do I know when I am truly listening to something rather than just hearing it?

Do Now: Complete the sentences:

I feel confident that I can take notes while listening because...
I feel less confident that I can take notes while listening because...
The strategies for listening and taking notes are...

Mini Lesson: Selecting the best answer:
How to Answer Multiple Choice Questions
Tutor Program Tip-Taking Multiple Choice Exams
Test takers sometimes have problems with multiple choice questions because they allow
themselves to believe that these types of questions are easier than other types, and so don’t pay
close enough attention to the details of each question. It is very important for testers to pay close
attention to every word of standardized test questions, no matter how the questions are formatted.

Mastering standardized test taking strategies for multiple choice questions is a key component to
successful standardized testing. The following tips for answering multiple choice questions can be
very beneficial the next time you take a standardized test.

Formative Assessment: ELA Regents Listening Section
We will listen to an account, take notes, and select the best answer from multiple choice Questions
based on what we listened to. Recall 5W+H=Listening+Notetaking Strategies

Review Answers on the assessment and analyze any patterns.

Part II: If time permits, then let's form small groups and answer the questions on this link.

Share Out: What

Review the links on this lesson on Tips on Taking the Multiple
Choice Test and selecting the best answers.

11/01/2011

	MS. HYDE IS OUT SICK TODAY! SO SORRY FOR ANY INCONVENIENCE STUDENTS! However, here are some links to help you with your writing: How to write a well developed description essay? The Basics of developing ideas in a paragraph Basic paragraph development Part 2 Visual Learners: Paragraph Structure Template

				VISUAL LEARNERS Procedures/Activities 4 PARTS OF A PARAGRAPH 1. Ask: “What does the word ‘paragraph’ mean to you?” Write student responses on board. 2. Say: “In third grade we learn how to write good paragraphs, but before we can write a paragraph, we need to know the parts of a paragraph.” 3. Say: “The topic sentence of a paragraph tells the reader the main idea. On the stoplight, the topic sentence is green because green means go. When you write a topic sentence, you have to be sure to give the reader a clear idea of what you’re going to write about. The topic sentence gets the reader interested to read further.” 4. Say: “The next part of a paragraph is the information you want to give the reader. They are the yellow on the stoplight because you should ‘slow down’ and give a reason, detail, or fact. Yellows are easy to spot because they start with a transition word. Transition words are words like first, second, third, or first, next, last. When a sentence starts with one of these words, you know a new idea is coming.” Say: “Next are the sentences that make a paragraph interesting. The ‘reds’ are the explanations and examples you write to follow up a yellow. The reds give more information about the yellows. Reds are not necessary, but they make your paragraph more interesting.” 5. Say: “The last part of a paragraph is the conclusion sentence. Why do you think conclusions are green?” (because they go back and restate the topic sentence). “The conclusion is where you go back and tell your reader the main idea of your paragraph again. It should restate your topic sentence, but it should not be exactly the same.”

PLEASE DO NOT ATTEMPT TO MOVE AHEAD OR COMPLETE
ANY OF THE ABOVE LESSONS. YOU MUST WAIT FOR
INSTRUCTIONS.

Writing a Paragraph: WHAT SENTENCES WOULD YOU
COLOR GREEN, YELLOW, RED, AND GREEN.
When we write paragraphs, there are a few things we must
remember to do. First, always begin with an indent. Use the width
of your thumb as a guide for how big it should be. Next, skip lines
to allow for revision later. You’ll need the space for fixing
mistakes. Also, don’t forget to use capital letters to begin each
sentence and a period at the end. Paragraphs are easy to write if
you just follow the rules.

Bibliography:
http://www.coreknowledge.
org/mimik/mimik_uploads/lesson_plans/810/Write%20On%
20Step%20by%20Step%20Paragraph%20and%20Report%
20Writing.pdf

10/28/2011

Purpose: Students will be introduced to the ELA Regents Preparatory Examiniation and learn what
to expect.
Instructional Objectives:
To introduce students to the English Language Arts Regents Exam
Gain understanding of the format of each part of the Exam
Analyze the exam and required tasks
Acquire skills for better listening and note taking

Aim: What are summative exams and how do they impact our assessment of learning?

Do Now: Do a KWL chart and filll in the KW about the ELA Regents. Let's make a collective list on
what we know, then want to know and see if we can answer most if not all in this lesson.

Mini Lesson: What is the New Exam?
Let's view the specifications of the exam
Students please print out the above link and place in your portfolio.

Listening and Notetaking Skills
1.        The average college student spends about 14 hours per week in class listening (or perhaps
I should say "hearing"--there is a difference!) to lectures. See if you can improve your listening
skills by following some of the strategies below:
2.        Maintain eye contact with the instructor. Of course you will need to look at your notebook to
write your notes, but eye contact keeps you focused on the job at hand and keeps you involved in
the lecture.
3.        Focus on content, not delivery. Have you ever counted the number of times a teacher
clears his/her throat in a fifteen minute period? If so, you weren't focusing on content.
4.        Avoid emotional involvement. When you are too emotionally involved in listening, you tend
to hear what you want to hear--not what is actually being said. Try to remain objective and open-
minded.
5.        Avoid distractions. Don't let your mind wander or be distracted by the person shuffling
papers near you. If the classroom is too hot or too cold try to remedy that situation if you can. The
solution may require that you dress more
appropriately to the room temperature.
6.        Treat listening as a challenging mental task. Listening to an academic lecture is not a
passive act--at least it shouldn't be. You need to concentrate on what is said so that you can
process the information into your notes.
7.        Stay active by asking mental questions. Active listening keeps you on your toes. Here are
some questions you can ask yourself as you listen. What key point is the professor making? How
does this fit with what I know from previous lectures? How is this lecture organized?
8.        Use the gap between the rate of speech and your rate of thought. You can think faster than
the lecturer can talk. That's one reason your mind may tend to wander. All the above suggestions
will help you keep your mind occupied and focused on what being said. You can actually begin to
anticipate what the professor is going to say as a way to keep your mind from straying. Your mind
does have the capacity to listen, think, write and ponder at the same time, but it does take practice.

Teacher’s Model: Introduction to the 5Ws+H= Who, What, When, Where, Why + How?

Who- refers to characters
What- what happened
When- refers to time as in when it happened
Where- refers to place as in where did it happen
Why- refers to a sense of rationale why did it happen
How- How did it happen or any question pertaining to how to or how did.

I will now apply my comprehension of 5Ws+H to a famous nursery rhyme:
“Jack and Jill went up the hill
To catch a pail of water
Jack fell down and broke his crown
And Jill came tumbling down after.”
Application Model:

Who=Jack and Jill
What happened- they went up a hill, Jack fell down, Jill came tumbling down
Why- to fetch a pail of water
Where- up a hill
When-Jill came tumbling down after Jack.
How-does not say how they got up the hill, does not say how Jack fell down, but it does say he
broke his crown because he fell down

Test Taking Strategies for Answering Multiple Choice Questions
•        Determine what the question is asking by identifying key words in the stem.
•        Read all of the choices and eliminate any distracters (i.e. obvious incorrect answers).
•        Generally, do not choose an answer choice with overly technical language.
•        Consider the longest answer choice as possibly being the correct answer.
•        Choose between two related terms rather than two unrelated terms.
•        If you have a difficult time deciding between two close answers, try using the true/false
technique. Read the stem
using both answer choices and try to determine which one makes a more true statement.
•        In most cases, do not choose an answer choice that contains an extreme word (all, always,
none, never, etc.).
•        If you must guess, a middle answer (B, C, or D) is often a better choice than the first or last
answer choice.
•        "All of the above" is often the correct answer choice.
•        "None of the above" is usually not the correct answer choice.
Susan Ziegert, University of Wisconsin – Waukesha, Test Taking: Strategies for Answering Multiple
Choice Questions

Work Period: Handout that assesses students' ability to pay closer attention to details and how
well they can follow instructions.
Ms. Hyde’s introduction to Session One Part A Listening Section. Read the following carefully, then
answer the questions below the line.

We will review all answers to see how we can fine tune our attention to details.

Share out: Now please say what you've learned or you can simply write in the Learned column


		Have a great weekend. Please review all notes on "The Minister's Black Veil"

10/26/2011
and
10/27/2011

Purpose: Students will become familar with Nathaniel Hawthorne's writing style and anslyze the
effect of his literary device(s) symbolism and irony.
Instructional Objectives:
•        To recognize elements in Hawthorne’s writing style.
•        Gain understanding of the purpose of the black veil to support the author’s message.
•        Identify symbolism of the black veil worn by Mr. Hooper.
•        To use information from the text to support ideas.
•        To draw inferences from the work.
•        To analyze the use of literary conventions and devices to develop character and point of
view in the short story.

Aim: In what way does America value individualism?

Do Now: If you can step out of one bad aspect/situation of your life what would it be and why?

Mini Lesson: What is individualism
http://www.individualism.com/?p=5
Individualism and collectivism are conflicting views of the nature of humans, society and the
relationship between them. Individualism is best defined as a political philosophy which holds
supreme the right of an individual to act as he or she wishes as long as his or her actions do not
impinge upon the freedoms of other individuals.

When defining a concept, it is often useful to contrast the concept with its opposition. So who
opposes individualism?

Comprehension:
DOK L1Recall: what is the topic of the first sermon Mr. Hooper gives wile wearing the veil?
Recall : What reason does Mr. Hooper give Elizabeth FOR WEARING THE VEIL.
Summarise: As time goes by, how do Mr. Hooper' relationship change?

Lliterary Analsis: Making judgements about character Motivation review (let's review some
questions from the package as a class)

What is your opinion on the theme:

Secret Sin
Propriety
Isolation
Individualism

Share out:
What did you learn today?

10/25/2011

Plan B

Period 5
sorry that I
punk'd you.
Hey, Ashton
Kutcher
couldn't do a
better job!

I got Jaider to
say "Ms.
Hyde I
respect
you--you
smart"
Edwin "Ms.
you tricked
us" Angelo
said "I was on
to you Ms."
Mariano "ah,
Ms. you
trying
reverse
phychology"...

Purpose: Students will become familiar with Nathaniel Hawthorne’s writing style and analyze the
effect of his literary device(s) (symbolism) and elements.
Instructional Objectives:
•        To recognize elements in Hawthorne’s writing style.
•        Gain understanding of the purpose of the black veil to support the author’s message.
•        Identify symbolism of the black veil worn by Mr. Hooper.
•        To use information from the text to support ideas.
•        To draw inferences from the work.
•        To analyze the use of literary conventions and devices to develop character and point of
view in the short story.

Aim: What defines a good or moral person?

Do Now: DOK- (Level Three)- Do we, as humans, critique or judge others? How often do we ever
critique ourselves? How often do we ever judge or question our own behaviors?

Materials:
•        Lesson
•        Dictionaries
•        LCD Projector
•        Laptops
•        Notebooks, Pens
•        Reading Materials
•        Handouts

Procedure:
1) Students will enter classroom and will begin "Do Now.” (5 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “Symbolism”
DOK 1Recall: What is the literary element “Symbolism?” : something concrete---a person, place,
object, or an action---used to stand for an abstract idea of feeling.

As a class, we will review important aspects of the literary element Symbolism. We will discuss the
importance of recognizing the black veil in the short story “The Minister’s Black Veil” as an
important symbol that drives the plot. The black veil symbolizes “secret sin.” (5 minutes)
4) Gallery Walk- Students will take part in an in-class “gallery walk” in which they will walk around
the classroom and view historical/famous figures. They will choose one historical/famous figure
that they would like to research online on. (5 minutes)
4a) Group work- a) Students will return to their desks and collaborate on KWL chart and fill in what
they already know about this character. Then begin to fill out “W” column based on their historical
figure.
b) Students will take out laptop and begin research online biographical information regarding what
they think the “secret sin” is/was in the life of their historical/famous figure. Students MUST CITE
their sources from .org, .edu, .gov.

5) Closing (Share-out)- Students will share information they researched on their historical/famous
figure with the entire class.
Questions that will be asked- 1) DOK- Level One- (Recall) What is symbolism and what does the
black veil symbolize in the short story “The Minister’s Black Veil” by Nathaniel Hawthorne?
2) DOK- Level Three- (Draw Conclusions)- Based on your research today on a historical/famous
figure, do you believe that “secret sin” is magnified when a person is in a position of power or
scrutiny? Connect this to Mr. Hooper in “The Minister’s Black Veil).

Connection to New York State Common Core Standards:
Reading
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
I.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story
in both print and multimedia), determining which details are emphasized in each account.

Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
W. 11.4Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W. 11. 6. Use technology, including the Internet, to produce, publish, and update individual or
shared
writing products in response to ongoing feedback, including new arguments or information.

See your package for the homework, if not then here it is.
Make Judgments about Character Motivations. Mr. Hoper's
wearing of the Black veil leads to his estrangement from his
congregation. Based on the following passages, what argument
would you make about the real causes of the villages' discomfort
in the minister's presence?

The first sighting of the minister (lines 34-39)
parishioners' comments after services (lines 105-113)
his arrival at the wedding (lines 147-152)
the attempt to confront him (lines 190-197)

Period 5: only one of these and we can discuss the rest in class
tomorrow.
Period 6: you can do all four. Please just jot down your thoughts
and we can further discuss in class tomorrow.

In case you are still having trouble:
Symbol: the veil may be a symbol of sin. Mr. Hooper makes
people feel that their wicked thoughts are know (lines73-76. and
192-194). He implies such an interpretation in lines 227-228, 237-
238-, and 384-387.
Father Hooper reproaches the villages for making him an object
of fear (379-383), when the true cause of their fear has been their
unwillingness to be hones about themselves with one another and
with God (lines 383-387). His comment that everyone wars a
Black Veil (386-387) suggests that the veil represents the part of
a person's life hat he or she tries to keep secret from others.

10/24/2011

Purpose: Students will become familiar with Nathaniel Hawthorne’s writing style and analyze the
effect of his literary devices and elements.
Instructional Objectives:
•        To recognize elements in Hawthorne’s writing style.
•        To use information from the text to support ideas
•        To draw inferences from the work
•        To connect themes from the story to their own lives
•        To analyze Hawthorne’s importance to American literature.
•        To interpret themes and other features in Hawthorne’s short fiction
•        To analyze the use of literary conventions and devices to develop character and point of
view in the short story
Connection to New York State Common Core Standards:
Reading
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.

Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.

Specific skills addressed in this lesson plan:
•        produce evidence of basic reading comprehension.
•        use a wide variety of strategies for selecting, organizing, and categorizing information
•        use knowledge of word root and context clues.
•        Vocabulary in context (synonyms or antonyms)
•        relate new information to prior knowledge and experience
•        use of standard English for oral presentation of information

Formative Assessment and Evaluation:
•        Four Comprehension Check Quiz each question is worth 25 points
•        Quality of class participation through listening

Aim: How does Nathaniel Hawthorne utilize the concept of ambiguity in the short story “The Minister’
s Black Veil”?

Do Now: Students will enter classroom and will begin "Do Now as a formative comprehension
check Quiz featuring simple identification questions about
character names, setting and plot. These quizzes will be given after each
reading to ensure that the students actually have read the story.(5 minutes)

Materials:
•        Lesson
•        LCD projector
•        Dictionaries
•        Laptops
•        Notebooks, Student Portfolios, Pens
•        Reading Materials
•        Handouts

Procedure: (8-10 minutes)
1) Students will enter classroom and will begin "Do Now as a formative comprehension check Quiz
featuring simple identification questions about
character names, setting and plot. These quizzes will be given after each
reading to ensure that the students actually have read the story.(5 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “ Ambiguity, Sin, and Propriety”- Components of this mini-lesson-
a. I will give the students the definition of each
Ambiguity- The uncertainty or vagueness
Sin-transgressions
Propriety-decorum, good manners
Recall: Romanticism movement. The Romanticism movement focused on individualism, personal
experience, and nature.

4) Group work- Vocabulary Strategy: The Latin Root ambi
The vocabulary word ambiguity contains the Latin root ambi. This root, which can mean either
“both” or “around” can be found in many English words. When you encounter ambi in a word, you
can often use context clues to determine which meaning of the root is involved.

Ambit        Ambiguity        ambiance
ambi
Ambient        Ambidextrous        Ambivalent

Practice: Choose the word from the word web above that best completes each sentence. Consider
what you know about the Latin root and the other word parts shown. If necessary, consult a
dictionary.

1. Because Peter was____ambidextrous____, he could write with either hand.
2. Their home had a pleasant and gracious ___ambiance___.
3. Beth was _____ambivalent______about joining the group and could not make up her mind.
4. The _____ambit_____of their property extends to that line of trees.
5. Too much ___ambient_____noise can interfere with the quality of a recording.

5) Closing (Share-out)- Questions that will be asked- 1) DOK- Level One- (Recall) What did you
learn today?
3) DOK- Level Three- (Assess)- Based on what you learned today, what would you still like to
know/learn?

E5 and E5H See package for those of you who have the handout!
Examine Character Ambiguity (see package for those of you
who have it)
The minister is an ambiguous character: he can be seen as an
innocent victim of other’s fears or as a man driven to isolate
himself, convinced of his own moral superiority. Identify at least
two details that support each perspective. Which interpretation do
you find more compelling? Give reasons for your answer.

Vocabulary in Context: & Vocabulary Practice
Decide whether the words in each pair are synonyms or antonyms
1.        Ostentatious/discreet (A)
2.        Ambiguity/clarity (A)
3.        Portend/predict (S)
4.        Iniquity/vice (S)
5.        Zealous/halfhearted(A)
6.        Imbued/infused (S)
7.        Preternatural/ordinary (A)
8.        Tremulous/quaking (S)

Click on this link to see definitions and word use. This is SAT
practice. I did want you to do the bi-fold, but we were too occupied
with putting together our project for The Puritans and Nathaniel
Hawthorne. If you turn in the bi-fold then it will count as extra
credit. It would not hurt your grade if you did not do the
vocabulary. This was for you to start practicing vocabulary. Once
again, the vocabulary words at the beginnig are in the story's link
that was provided, and it for you to know the words should you get
stuck. Some of you said the words were difficult, hence know them
before reading. This will add to your fluency when reading and
reading comprehension because you know the meaning of the
word and how it fits in the sentence. Okay, enough of me
rambling on it's 2:08am.... see you later ON TIME PLEASE :-)

10/21/2011
Friday
Vocabulary
words you
need to know
prior to
reading "The
Minister's
Black Veil",
by Nathaniel
Hawthorne
obscure,
vagary,
parable,
venerable,
pathos,
emblem,
sagacious,
prodigy,
remonstrance
, type,
torpor,Ambigu
ity, zealous,
iniquity,
preternatural,
ostentatious,
imbued,
tremulous,
portend

Objectives follow Common Core Standards:
To construct a historical and literary framework for the student’s study of Nathaniel Hawthorne
Learning Objectives:SWBAT
Analyze the use of literary conventions and devices to develop character and point of view in the
short story.
Discuss the purposes and significance of literary humor
Examine Hawthorne's style of humor in relation to that of other American humorists.

Aim: What place does Nathaniel Hawthorne have in the history of American Literature?

Do Now: Draw a KWL in your notebooks and fill in the W and the K columns, then after evidence
of homework, take notes then fill in the L column.

Procedure: E5 Period 5 would most likely complete their Nathaniel Hawthorne research in class
Procedure: E5H Period 6 would work in their collaborative teams and would have already
completed the process or reading, research, and writing. They will put together what they did in
the processing of information into a final product based on their prior knowledge.

Students will do a mini presentation on their work.
Assessment:
Students' ability to the complete a plot structure of the main points of the Puritans and Nathaniel
Hawthorne. Students' work is creative and shows thinking outside the box, excellent grammar,
product is colorful and has at least 5 images, product answers the question: what did the Puritans
contribute to America? Wor is presented in a professional manner.
Student’s ability to identify the key ideas of the Puritans and Nathaniel Hawthorne
4: Excellent (You score a Homerun-you got it and are with-it))
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (students should really think about their difficulty with the project)

Share Out!

Please give closure to the Aim Question regarding Hawthorne's place in American Literature.

Nathaniel Hawthorne's "The Minister's Black Veil" Read
the short story online.

Please define the vocabulary words in the date column.
E6H please also use them in a sentence and select one
word and make a bi-fold.

"Minister's Black Viel" by Nathaniel Hawthorne	Vocabulary Word obscure
Image that best represents the word and explain	definition of the word. Complete sentence that includes the word.

10/19-20/201
1
Wednesday
Vocabulary
you will need
to know:
Puritanism
Predestinatio
n
Salem Witch
Trials

Unit Study on
Nathaniel
Hawthorne

Laptops will
be assigned
tomorrow.

Dear
Students: I
apologize for
my absence
from class
10/18/11. I
was in
school, but
also in
meetings.

Connection to New York State Common Core Standards:
Reading
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed).
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.

Writing
W.11-12.1.Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
W.11-12.2.Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and analysis of
content.

Specific aspects addressed in this lesson plan:
• produce oral and written reports on topics related to all school subjects
• use a wide variety of strategies for selecting, organizing, and categorizing information
• relate new information to prior knowledge and experience
• organize information according to an identifiable structure, such as compare/contrast or general
to specific
• develop information with appropriate supporting material, such as facts, details, illustrative
examples or anecdotes, and exclude extraneous material
• use of standard English for formal presentation of information

Online Links:http://www.pbs.org/godinamerica/people/puritans.html
Puritans
Puritanism and Predestination

Purpose: To construct a historical and literary framework for the students' study
of Nathaniel Hawthorne.

Objectives: • To recollect details about Hawthorne’s life.
• To recognize elements in Hawthorne’s writing style.
• To analyze Hawthorne’s importance to American literature.
• To identify Hawthorne’s major works.

Aim: What did the Puritans contribute to America and what place did Nathaniel Hawthorne have in
literature?

Do Now: Which cultural/ethnic group do you think contributes most to the economy of the United
States? Explain.

• Power point presentation- Lesson
• LCD projector and speakers
• Dictionaries
• Laptops

Procedure: 1) Students will enter classroom and will begin "Do Now." (4 minutes)
2) As a class, we will discuss our responses to the "Do Now." (4 minutes)
3) Mini-lesson- “Introduction to Nathaniel Hawthorne”- Components of this mini-lesson-
a. I will give the students a historical background, which will include the highlighting of major social
changes that occurred in mid-nineteenth century America.
b. I will discuss with students who the major writers of the time were. This includes
Edgar Allan Poe, Herman Melville, and Emerson. They are classified under the Romanticism
movement. The Romanticism movement focused on individualism, personal experience, and
nature. (10 minutes)
4) Group work- Students will work with another peer and journalize important research on the
Puritans. (20 minutes)
Who:
Where:
When:
How:
Why:

Students will use the following links to help guide them in their research:
http://hawthorneinsalem.org/Life&Times/BiographicalInfo/Introduction.html
http://www.online-literature.com/hawthorne/
http://www.articlemyriad.com/artlitarchive.htm
American Transcendentalism: An Online Travel Guide: http://www.shepherd.
edu/transweb/hawthornesalem.htm
Family of Hawthorne: http://hawthorneinsalem.org/Life&Times/Family/Introduction.html
Wife and Children of Nathaniel Hawthorne: http://hawthorneinsalem.
org/Life&Times/Family/Immediate/Introduction.html
Explicating a symbol: the case of Hawthorne's "The Minister's Black Veil"
http://www.k-state.edu/english/baker/english251/Symbol_MBV.htm

5) Closing (Share-out)- Questions that will be asked- 1) DOK- Level One- (Recall) What did you
learn today?
2) DOK- Level Two- (Summarize)- In your research what contribution(s) did Puritans make to our
society?
3) DOK- Level Three- (Assess)- Based on what you learned today, what would you still like to
know/learn?

Please cite your sources.

.

ALL HOMEWORK LISTED HERE ARE COUNTED
Please go to the following website and follow up on the Puritans.
Well if you insist, I need you to click on the following links to find
out more about Nathaniel Hawthorne.

American Transcendentalism: An Online Travel Guide: http://www.
shepherd.edu/transweb/hawthornesalem.htm
Family of Hawthorne: http://hawthorneinsalem.
org/Life&Times/Family/Introductio n.html
Wife and Children of Nathaniel Hawthorne: http:
//hawthorneinsalem.org/Life&Times/Family/Immediate/Introduction.
html

Homework 2: I would like for you to Research the life and times
of Nathaniel Hawthorne. YOU MUST CITE YOUR SOURCES! Or,
you can create a plot pyramid using images showing Exposition,
Rising Action, Climax, Falling Action, and Resolution if you think
possible. Discuss with me if unclear

Name
Image of Nathaniel Hawthorne
Date of Birth
Where he grew up
Education
Schooling
Marriage
Family
Accomplishments
Death.

PERIOD 6 E5H WILL PUT TOGETHER THE
FOLLOWING: Mr. Anthony's information about
the Puritans click this link as a resource.
Groups will exhibit autonomy and collaborative
team work by assigning roles, bringing in
supplies, brainstorming about what to write and
ideas to present on chart paper.
Take the research that you did in class
yesterday about The Puritans and present it
creatively on chart paper. You must have
images, you can present this in the form of a
plot pyramid, or time line, or creatively. I would
like for you to include somewhere on the chart
What contributions did Puritans make to our
society. The same goes for Nathaniel
Hawthorne. It would be great to plot his life on
a plot pyramid.

Ms. Hyde has Glue just for Angelo! Just
kidding...glue for everyone! I am really
interested to see what students have up their
sleeve. Humnnn, I would watch out for
JiYoung, SinYi, Karl, and Motiur!

10/17/2011

Objective:
Students conduct research on issues and interest by generating ideas and questions, and by
posing problems they need to support. They will gather, evaluate, and synthesize data from a
primary source to communicate their discoveries in ways that suit their purpose and audience.

Aim: What strategies do I already have to write a persuasive essay?

Do Now: How would you rate your writing on a scale of 1-10 with 10 being the highest score? You
must give an explanation about why you think your writing is worth the points given.

Mini Lesson:
Learn how to use transitional words and learn how to use supporting examples. Knowing about
these skills will help you with your persuasive essay.

Activity 1: Mini Conferences with 5-10 more students on your persuasive essay. Please come to
the teacher student mini conference with your paper/handout, notebook/pad, and a pen to take
notes. The rest of the class should be working on their essay.

Shareout: please write one thing you learned today.

If you haven't yet started here is a link to some ideas for a topic:
click here

Period 5 and 6 : I need you to complete your essay and turn it in
tomorrow. First Draft typed, 12 point font, Times Roman, primary
source with citations. I will count this as a first draft for period 5.

10/13-14/201
1
Thursday

Objectives:
Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non print texts, artifacts, people) to communicate their discoveries in ways that suit their
purpose and audience.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Aim: How do we get our point across in one sentence?

Do Now: Exchange your papers and conduct peer review of introductory paragraphs using the
rubric provided in a previous lesson.

Mini Lesson: The Thesis Builder by Tom March
What is it? It is the ONE statement/sentence that tells the reader what you think about a topic.
How do I arrive at a thesis? If the topic is in the form of a question answer the question and that is
your thesis. If the topic is in the form of a statement, then turn the statement into a question,
answer the question to arrive at a thesis.

Writing Activity:
Now use the comments from your peer review to revise your introductory paragraph and thesis.

Day II: We will be having mini conferences about your writing. Period 5, I would really like to see
your best work.

Period 6: We will have mini conferences about your essay. I am really looking for how well you
develop your ideas and how you support them using a primary source.

Share out!
What did you learn about writing an introductory paragraph and thesis that is now clearer to you?

Here are sample writing for you to review to help improve your
own writing:
Writing Prompt Assigned:

Please print out rubric and bring to class. See 10/5-10-7 lesson
for link.

Students were instructed to write their first three paragraphs:
introduction and two body paragraphs and submit to class. THIS
IS 5TH PERIOD ONLY.

10/12/2011
Wednesday

Today you have PSAT
PLEASE USE ALL STRATEGIES FOR WRITING AND SELECTING THE BEST ANSWERS ON YOUR
PSAT. GOOD LUCK

Homework is from the previous day. Write your introductory
paragraph Period 5.

Period 6: please use rubric listed on previous lesson to write your
persuasive essay.

10/11/2011
Tuesday
We will be
doing a
mini-writing
workshop of
persuasive
writing.

Persuasive
Essay
Samples

Objectives:
Motivate high school students to write a strong five paragraph persuasive essay using lesson
initiating activity, graphic organizer and writing rubric
Students will brainstorm, plan and draft an effective five paragraph persuasive essay. Students will
understand that the key components of writing an essay include focus, organization, support and
effective use of grammar.
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to
formulate an argument.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument
presented.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Materials and Equipment

pros and cons chart drawn on the board
five paragraph essay graphic organizer
writing rubric handout (teacher-made)
persuasive essay topic handout (teacher-made see below)
Assessment
Students will be assessed on their completion of graphic organizer and persuasive essay
rough draft. Essay Rubric is used to grade the essay rough drafts.
Using Transitions List that you can print

Aim: How do we get others to accept our point of view?

Do Now: List from strongest to least passionate 3 topics that you are most passionate about and
would like to debate?
1
2
3

Mini Lesson: Basic Principles of writing five paragraph Persuasive Essay
Select a topic that has pros and cons and is not unisided
You have access to primary sources to support your opinion
Know format for writing: headers, title, indent new paragraphs, 12pt font Times, 81/2*11,
Introductory paragraph: Start with Question, Quote, etc. then give some background information to
the topic, that leads to your point of view/thesis on the topic, give three solid points on your topic.
Body Paragraphs: Topic Sentences with supporting details from a primary source
Conclusion: Restate thesis differently, give the reader something to think about, call him/her to
action.
Let's review the handout again.

Here are some topics to consider if you are still uncomfortable selecting your own topic:
If you had to join a cause (Patrick Henry, Harriet Jacobs, Phillis Wheatley) which cause would you
join and why?
Reply to anyone of the writers we studied about their cause.
Write your own speech about the American Revolution or Slavery using any of the two texts as
primary sources.

Whole Class Activity: Topic: My favorite sport
Basketball is my favorite sport. I like basketball because _____________, _______________,
and_____________________.
OR
My dad is a better cook than my mother because____________,____________, and_______.
Or,
________________ is the best airline because they fly everywhere, has the best leg room, and
you don't have to pay for luggage.
Or,
Wearing the school uniform should be re-enforced. I like wearing ITHS school uniform because

Writing Activity 2:
Please use the persuasive essay handout (if you lost a copy see previous lessons) and write your
introductory paragraph.

Share out!
What did you learn in class today and what are you still having trouble with?

Here are sample writing for you to review to help improve your
own writing:
Writing Prompt Assigned:
At the present time, young Americans volunteer to enlist for
military service. To maintain our present military operations, more
people may be needed.
Do you agree or disagree with the opinion that all Americans, both
men and women, should be required to perform two years of
military service?
Write an essay in which you persuade the reader to support your
point of view. Support your position with specific reasons and
examples.

Please print out rubric and bring to class. See 10/5-10-7 lesson
for link.

10/10/2011
Monday

SCHOOL CLOSED

PLEASE BE ADVISED THAT YOU CAN RECOVER LOST HANDOUTS BY CLICKING ON THE LINKS
IN PREVIOUS LESSONS. I have improved the essay template and if you can afford the paper and
ink, then please print a copy for yourself.

I would like to thank students for trying to make a change in behavior or improve on skills, being
more focused in class, and taking responsibility for your learning and success in the class. YOU
KNOW WHO YOU ARE!

Review and compare and contrast Patrick Henry's speech,
Jacobs' Preface, Wheatley's letter.

Day II
Try reading Wheatley's letter to your parents, siblings, or friend!
THEN, have them read it back to you using a tone they think
would have been appropriate for this time period. What did you
notice?

PERSUASIVE ESSAY ASSIGNMENT:
Now it's your turn to persuade: Persuasive writing presents the
writer's opinion and
tries to convince the reader to agree.
Activity 2 DOK Level 4 Activity 2: Extended Thinking or Synthesis
Write a letter (10-15 sentences maximum) to me (or another
teacher), Ms. Martin, your parent,
President Barack Obama, Congress, The Mayor, your
supervisor...persuading him/her/them etc.
on something (you can take it from the "brain storm list we created
for the class) that needs to be
changed. Your letter MUST have the appropriate header,
Opening and Closing Salutations, and
use persuasive speech and easily identifiable strategies of
persuasion.

PERIOD 6 ONLY PERSUASIVE ESSAY DUE THURSDAY!

PERIOD 5 ONLY: SELECT A TOPIC AND I WOULD LIKE FOR
YOU TO WRITE ONLY YOUR INTRODUCTORY PARAGRAPH
AND BRING IT IN ON TUESDAY!

10/05-10/7/11
Primary
Source
American
Anthology
McDougal
Littel pgs.
256-259

Links:
Sample
Persuasive
Essay

P ersuasive
Essay
Template

Mead School
District:
Writing
Templates

Rubric

Lesson Objectives follow the Common Core:
Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including Partick Henry’s “Speech in the Virginia
Convention”, Jacobs' Preface, and Phillis Wheatley's "Letter to the Reverend Samson Occom"
(1753-1784) for their themes, purposes, and rhetorical features.
•W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
•SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range or formal and informal tasks.
•L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

Students Goals:

Explore the key idea of authority
read a letter
use strategies for reading primary sources and informational text.

Aim: Who has ultimate authority?

Do Now (Small Group Prompt) turn and talk:
People today have not only more freedom that people did in the colonial times but also more ways
to change the laws. Think of one situation (home, school, or society) in which rules directly impact
your life. Then, discuss ways that are available to change or modify those rules. Please use a T-
Chart to illustrate your idea.

Key Idea: Those in authority make the rules for others whether it's in the halls of Congress or the
classroom. Phillis Wheatley while agreeing wholeheartedly with the patriot cause, still felt left out of
the process and the benefits of the American Revolution.

Lesson: Tone and Diction in literary works.
Tone and Diction
When writing, you always choose a tone, which The McGraw-Hill Workbook defines as “the style,
manner, or ‘feel’ of your writing, whether it is formal or informal, serious or humorous, sympathetic
or sarcastic, positive or negative.” Tone is often also affected by your diction, or word choice.
Diction can further be broken down into the following categories:
1.        Standard English (language generally seen in a college textbook),
2.        Colloquial English (language with certain expressions or phrases that speakers and
readers would understand but that are outside Standard English),
3.        Slang (language understood, especially by specific generations, but not usually accepted
in formal situations),
4.        Dialect (language used within certain ethnic groups, social groups, or geographic
locations),
5.        Academic training or job jargon (language learned through specific training).
Examples:
Slang
Inappropriate: When the faculty realized the university’s new budget had no funds designated for
AIDS research, they got ticked off and sent a petition to the board.
Appropriate: When the faculty realized that the university’s new budget had no funds designated
for AIDS research, they became incensed and sent a petition to the board.
Dialect
Inappropriate: “I bake-a da bread!” Geno said proudly.
Appropriate: “I bake the bread!” Geno said proudly in an Italian accent.
Jargon and Technical Terms
Inappropriate: Doing discovery for the Lancaster case, two paras overlooked some dept.
Appropriate: Preparing for the Lancaster case, two para legals overlooked some depositions.
Old-Fashioned or Foreign Terms
Inappropriate: She appeared on stage sans makeup, affrighting the fashion designers and
stunning the hoi polloi with her natural savoir faire.
Appropriate: She appeared on stage without makeup, challenging the fashion designers and
stunning the crowd with her natural grace.
NOTE: These tips for avoiding inappropriate usage are meant to be considered when creating
general academic writing. When creating other types of writing, like a short story or a technical
document, you can and should use more specific types of diction

Model:
Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about
her fiancé and their wedding plans.

What are the specific words that create the feeling of the sentence? What words did the
author use to create the feeling of the sentence?
Bouncing – lit – joyous – glow – fiancé - wedding----What kind of words are these?

____ diction contributes to the ____ tone.
Cheerful diction contributes to the euphoric tone.
Or uplifting diction contributes to the joyful tone.

"Letter to Reverend Samson Occum"

Rev'd and honor'd Sir,

I have this Day received your obliging kind Epistle, and am greatly satisfied with your Reasons
respecting the Negroes, and think highly reasonable what you offer in Vindication of their natural
Rights: Those that invade them cannot be insensible that the divine Light is chasing away the
thick Darkness which broods over the Land of Africa; and the Chaos which has reign'd so long, is
converting into beautiful Order, and [r]eveals more and more clearly, the glorious Dispensation of
civil and religious Liberty, which are so inseparably Limited, that there is little or no Enjoyment of
one Without the other: Otherwise, perhaps, the Israelites had been less solicitous for their
Freedom from Egyptian slavery; I do not say they would have been contented without it, by no
means, for in every human Breast, God has implanted a Principle, which we call Love of Freedom;
it is impatient of Oppression, and pants for Deliverance; and by the Leave of our modern Egyptians
I will assert, that the same Principle lives in us. God grant Deliverance in his own Way and Time,
and get him honour upon all those whose Avarice impels them to countenance and help forward
tile Calamities of their fellow Creatures. This I desire not for their Hurt, but to convince them of the
strange Absurdity of their Conduct whose Words and Actions are so diametrically, opposite. How
well the Cry for Liberty, and the reverse Disposition for the exercise of oppressive Power over
others agree, --
I humbly think it does not require the Penetration of a Philosopher to determine.--

The Connecticut Gazette, March 11, 1774

Activity 1: Answer in complete sentences then we will discuss your answers:Using DOK
Chart buzz words
Level 1 DOK Recall: What does Phillis Weatley praise the Rev. Occom for doing?
Level 2 DOK Explain: In Wheatley's opinion, what is the cause of slavery?
Level 3 DOK Cite Evidence: Compare the rhetoric of Patrick Henry's and Harriet Jacobs'
"Preface" to Phillis Wheatley's Letter and cite any evidence of rhetoric/persuasive speech.

Day II: Let's brain storm about changes that you may think we need to change in our environment:
home, school, society, and globally.

Activity 1 DOK Level 1-2 Range: First of all I would like you to use a VENN DIAGRAM TO
COMPARE AND CONTRAST TWO OF THE WORKS.

10/7/11
Day III Do Now Presentation for Period 6---Level 3 Literary Criticism. You are required to
work with a partner (ONLY TWO) and present a logical explanation for the following context.
Historical Context: Personal letters, even ones such a Wheatley's that were later published in
newspapers, offer a rare opportunity to hear women's voices from the past. What distinguishes
Wheatley's and Jacobs' writing from the rhetoric of Patrick Henry OR, vice versa? What do the
letter and preface reveal about how women were expected to behave/treated in early America--how
does the diction and tone differ among the three? Identify some of the strategies used by each and
how they are different. YOU MUST USE TEXTUAL SUPPORT

Now it's your turn to persuade: Persuasive writing presents the writer's opinion and tries
to convince the reader to agree.
Activity 2 DOK Level 4 Activity 2: Extended Thinking or Synthesis
Write a letter (10-15 sentences maximum) to me (or another teacher), Ms. Martin, your parent,
President Barack Obama, Congress, The Mayor, your supervisor...persuading him/her/them etc.
on something (you can take it from the "brain storm list we created for the class) that needs to be
changed. Your letter MUST have the appropriate header, Opening and Closing Salutations, and
use persuasive speech and easily identifiable strategies of persuasion.

Persuasive Essay Template

Rubric Writing to Persuade

Share Out!

10/03/11

Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including Partick Henry’s “Speech in the Virginia
Convention” and preface from Harriet Jacobs' Incidents in the Life of a Slave Girl for their themes,
purposes, and rhetorical features.

Aim: When is it time to take Action?

Do Now: List three ways you have rebelled against family, school, society
1
2
3

Key Idea: Many young people harbor a spirit of rebellion---against parents, teachers, bosses,
rules, or any situation that "just isn't fair?" But how often do you attempt to explain your rebellion
logically? In June of 1776, Thomas Jefferson and other colonial leaders had decided to rebel
against Britis rule. But they needed to justify their dangerous action to themselves, to the king,
and world. In the preface of Harriet Jacobs' (1813-1897) autobiography Incidents in the Life of a
Slave Girl, she protests about the treatment of slave women in the south.

Agenda:
Read aloud the preface of Harriet Jacobs' INLSG and identify the rhetorical devices used.
Why is she writing?
Who is her target audience?
Why do you think it was right for her to take decisive action?

Share out!

Hold off on your writing assignment until further notice.
Review all past lessons.

9/27/11-9/28/
11

Materials:
Projector
Laptop
CD to play
speech
Writing
utensils
Notebooks

Ms. Hyde’s E5 and E5H

Lesson Objective follows the Common Core:
•RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
•RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including Partick Henry’s “Speech in the Virginia
Convention” for their themes, purposes, and rhetorical features.
•W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
•SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range or formal and informal tasks.
•L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

Student Objectives:
•        Understand techniques for reading aloud a persuasive speech.
•        Build vocabulary for reading and writing.
•        Analyze how tone is established in persuasive writing.
•        Analyze the use of literary elements in persuasive writing.
•        Analyze the qualities of an effective argument (i.e., examine the truthfulness and validity of
the argument, as well as its rhetorical devices).
•        Critique varying reasons for why individuals chose to rebel
•        Analyze various documents that are rebellious or loyalist in nature.

Aim: When is it time to Take Action?

Do Now: With a partner (turn and talk), think of examples from sports, politics, or everyday life
when the time was right for decisive action. Then, for one example, analyze why it was the right
action at the right time.
Model: I do = You watch and now you do
Example of Decisive Action:
Michael Jordan announces his retirement from the NBA Thursday. Jan. 14th, 1999
Reasons that the time was right
Already had six championship rings
Older and Mentally exhausted

Mini Lesson: Literary Analysis: Rhetorical Devices

Rhetorical devices are structures within language that help communicate ideas.
A rhetorical question is a question to which no answer is expected. (But when shall we be
stronger”)
Antithesis expresses contrasting ideas in parallel grammatical structures. (Give me liberty, or
give me death!)
Repetition is the recurrence of words, phrases, or lines. (Let it come! I repeat it, sir, let it
come!)
Parallelism is a kind of repetition in which words or phrases in the same grammatical form
connect ideas. (Is life so dear, or peace so sweet…)

Who are some of the Writers of the American Revolution?
•        Thomas Paine, The Crisis aka Common Sense
•        Thomas Jefferson, Declaration of Independence
•        Phillis Wheatley, Letter to Rev. Samson Occom
•        The American population was divided about participating in a revolution. One-third supported
the revolution; one-third was loyal to the British, and one-third was indifferent. This is where Patrick
Henry took a stance in his speech in the Virginia Convention

Reading to persuade
When reading a persuasive speech, imaging the techniques the speaker used to bring the speech
to life, such as word emphasis, changes in pace, pauses, and changes in volume.

Activity 1:
Students will listen to an audio and read along Patrick Henry’s “Speech in the Virginia Convention”.
This will better help students Less Proficient readers and ESL students who needs help with
decoding, and automaticity i.e adopting fluency when reading.

Discussion Prompts:
Connect: If you were a delegate at the Virginia Convention, how would the beginning of Henry’s
speech affect you? Accept all thoughtful responses
Interpret: What is Henry’s purpose for discussing the “freedom of the debate?” He wants to get the
delegates to listen to him with an open mind.
Evaluate: is this an effective opening for a speech, or as a modern reader, do you think the speech
begins too slowly? The beginning of the speech was effective under the circumstances because it
showed respect to the delegates and their opinions. However, for a modern audience, it might
seem slow because it takes a while for Henry to make his point.

Day II Do Now: Who can recall what we accomplished as a class yesterday? But more importantly,
identify 1-2 things you learned.

Mini Lesson:Causes of the American Revolution
While no one event can be pointed to as the actual cause of the revolution, war began as a
disagreement over the way in which Great Britain treated the colonies versus the way the colonies
felt they should be treated i.e. all the rights of Englishmen. The British on the other hand, felt that
the colonies were created to be used in the way that best suited the crown and parliament. This
conflict is embodied in one of the rallying cries of the American Revolution: No Taxation
Without Representation. Levy the colonies to pay taxes, without an American
representative.

Activity 2: Small Group Activity. Students will form small groups (teacher reserves the right to
move students) and scan the passage again and complete the following. This should be done on
a sheet of paper with proper header fields (date, names, teacher, course), pristine penmanship,
and give as many examples as you can identify, then I need at least two people from every group
to pretend they are Patrick Henry re-reading the speech at a different location give us an example
through presentation about which words you would emphasize etc., then turn in when instructed to
do so by teacher.
1.        Draw in your notebooks two columns as follows. Now what word and phrases would you
emphasize if you were giving the speech?
2.        Where would you pause for effect?
3.        Where would you speak loudly or softly?

Paragraphs and Line numbers        Rhetorical Technique I think Henry used
Paragraph 6 (lines 47-55)                    Emphasis: “everything,: “petitioned,” “remonstrated”
“supplicated” Prostrated” implored, slighted, violence, spurned

Pause: before last sentence

If time permits Critique: Groups will choose a passage in Henry's speech they find the most
effective and then explain what makes it so powerful.

Teacher’s closing statement: Whether it’s the winning shot in the final seconds of the game, the
right moment to ask someone out, or the decision to do better at school—timing is everything. In
the spring of 1775, Patrick Henry had enough of compromise with the British; it was time for armed
resistance. His address to the Virginia Convention turned out to be a decisive moment not only in
his own life but in the life of the United States as well.

Students: Explain in one sentence or take an inventory of individual responses to see who “got it”
i.e what you learned in class today?

Homework: please go to mshyde.net and re-read the Speech to
the Virginia Convention and once again make two columns on a
sheet of paper or in your notebooks and give as many examples
as you possibly can.

Reasons to Fight
If we want to be free and keep the rights and privileges we have
grown accustomed to, we have to fight. (Lines 56-61)

Logical or Emotional
Logical

9/26/11

Objective:
Using meta-cognitive strategies (text-self and text-world), students will evaluate the importance and
necessity of each student responsibility.

Aim: What is the discipline code of NYC Department of Education?
Do Now: List 1-2 consequences if we did not have laws in our society?.
Mini Lesson:
What is the discipline code of NYC DOE?
All members of the school community — students, staff and parents — must know and understand
the standards of behavior which all students
are expected to live up to and the consequences if these standards are not met. The Citywide
Standards of Discipline and Intervention
Measures (the Discipline Code) provides a comprehensive description of unacceptable behavior,
including incidents involving drugs or
weapons. It includes the range of permissible disciplinary and intervention measures which may be
used when students engage in such
behaviors as well as a range of guidance interventions schools may use to address student
behavior. The Code applies to all students,
including those with disabilities. Students with disabilities are entitled to additional due process
protections described in Chancellor’s Regulation
A-443.
When answering questions ask yourself:
Is the statement fair? Is it necessary? Is it “do-able” or realistic? Is there a negative impact on
either the student, the school, or the community if it’s not followed? Would parents/the community
be in support of it? Be able to support and provide a rationale for all responses.
Work Period:
Let's Review the codes!
• Class distills or condenses their findings and creates/adjusts their own class rules. They may
also seek to evaluate the school’s Discipline Code
• Students scan the responsibilities and pull power words from them--examples: attend,
achieve, prepare, etc. Discussion follows

Share out

If by chance we did not complete the Discipline Code handout,
then please sit with your parent(s) and read through the booklet.
Remember the codes written in this booklet also protect you as a
student. So know your rights! Please make sure you and your
parents sign and date the document and return to class
tomorrow! This will be counted as a homework grade. The first
class to bring back 100% gets a free homework pass.

9/22/11-9/23/
11

Students will illustrate reading comprehension.
To provide students with a framework for identifying the elements of a story.
To students of varying abilities organize information and ideas efficiently

Aim:What sort of framework can we use for identifying the elements of a story?

Do Now: Recall the elements of a short story and the plot pyramid sequence of events by telling
us about your day yesterday.
Exposition: woke up
Setting Time: 5:45am
Setting place: Work/Home
Rising Action: getting dressed, putting on make up, taking the # train.....
Climax: being told that we are having an observation/walk through. My blood pressure is boiling
because I've been working so hard to update my website for my students.
Falling Action. It never happened, have 4 periods in a row. Watching the clock turn to 2:56 pm
before I take my "E" limo to Jamaica.
Resolution: Get home and I pass out.

Work Period: Students will fill out all the necessary elements of plot pyramid for each of the
the following short stories

E5H Class: Will do one of the stories, then split into five groups and act out the sequence of
events. However, I want you to edit the story the way you see fit.

Assessment:
Students ability to the complete all three plots are on level regardless of grammatical errors etc.
Student’s ability to identify the key ideas of the story
Students not too heavily dependent on facilitator.
4: Excellent (You score a Homerun)
3. Above Average (students presentation may fall short of 1-2 major points)
2. Below Average (student should re-read the book)

Share Out!

Literary Works Read So Far:
"The Travelers"
"Hills Like White Elephants", by
Ernest Hemmingway

"The Scarlet Ibis", by James Hursts
"The Scarlet Ibis" Project Packet

Complete handout Plot Pyramid sheets for two of the short stories
we read in class: The Scarlet Ibis and Hills Like White Elephants.

Additionally, I need you to register at collegeboard.org
If you are serious about your classwork, then you should pass the
ELA regents with 75. Therefore, I need you to start focusing on
College.

Check out online SAT tests prep.

9/20/11

Ms. Hyde’s Lesson7 —Literary Devices
Objectives:— Students will interpret literary devices such as symbolism, figurative language,
flashback, irony, dialogue, and imagery.
CCS: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.

Aim: How can we read to determine key ideas and details?

Do Now: List strategies you think good readers do to better understand a text

Literature: “The Scarlet Ibis” by James Hurst

Lesson Focus: figurative language: symbolism

Guided Practice:

Symbolism—the use of objects, persons, places, or experiences to represent something else,
usually something abstract. Authors use symbolism to create a visual connection and experience
for the audience. They do this in two ways:

Type        EXAMPLE        Evidence
1

1

2        Autumn represents a   time of transition, perhaps death

The woods represent evil

“The Scarlet Ibis” symbolizes Doodle’s exoticism and transience         Leaves turn brown and die,”
The Scarlet Ibis” and 1984 by George Orwell

Woods are dark, To Kill a Mockingbird attack in woods, and woods in Things Fall Apart—Evil
Forrest

Like Doodle’s rare personality, the Ibis is also very different. Its stark, red coloring is not native to
North Carolina; however, it is found in the woods behind Doodle’s house.
Figurative Language is the use of words that go beyond their ordinary meaning. It requires you to
use your imagination to figure out the author's meaning. For example, if someone tells you that it
is raining cats and dogs, you know that there are not actually cats and dogs falling from the sky.
You know it really means that it is raining very hard.

E6 period 5 Differentiation: Answer the following questions by picking the BEST choice!

1.        What is the theme of “The Scarlet Ibis”?
A.        Memories remain clear even with the passing of time.
B.        Pride can cause people to be cruel even to those they love.
C.        The world of nature is fragile and must be protected.
D.        Close friendships are rare among family members.

2.        How does the weather contribute to the overall feeling of the story?
A.        The weather creates a feeling of confinement.
B.        The weather seems oppressive and endless.
C.        The weather seems threatening and unpredictable.
D.        The weather creates a feeling of lightheartedness.

3.        Why is the scarlet ibis an appropriate symbol for Doodle?
A.        The scarlet ibis is rare and remarkable like Doodle.
B.        The scarlet ibis is small and frightened like Doodle.
C.        The scarlet ibis is a bird and Doodle is a bird-watcher.
D.        The scarlet ibis is red and matches Doodle’s complexion.

4.        What does Old Woman’s Swamp symbolize in the lives of the narrator and Doodle?
A.        the sickness and death around them
B.        a beautiful escape from reality
C.        the dangers of war
D.        their future as old men

5.        The narrator is motivated to persist with Doodle’s development program by:
A.        pride in his own accomplishments
B.        pride in Doodle
C.        sympathy for Doodle
D.        defiance to his parents

6.        The winds worn by the people in Doodle’s stories symbolize Doodle’s
A.        love of birds
B.        desire to move freely
C.        wish to travel
D.        talent for tall tales

Closure:

How did you do?

For each question that you missed, look at the correct response and think about why that
response was the correct one. What element of the question did you miss when you answered
incorrectly? How might you avoid making that same mistake in the future? If you did not miss any,
congratulations! If you did miss a few, use the following tips when answering questions like these
in the future:

1.        Read the question completely and all answers completely. Sometimes you can answer
incorrectly just because you didn’t pay close attention to what the question was asking you for, or
because you missed a detail in one of the responses. Take your time.

2.        Pay very close attention to questions that ask for the BEST or the MOST LIKELY answer. In
these questions, the test will often trick you because more than one answer could be correct.
What you have to do in these circumstances is think which one is the best.

Activity 11: Teacher will select one of pages from the packet for students to complete. My E6 Class
has already started their packet and will continue to do so in class, then take it home to complete it
for Homework except the last page.

More Challenging Activity: Answer the following Questions in complete sentences

Name______________________________      Ms. Hyde/English 11
“The Scarlet Ibis” – by James Hurst
Study Guide Questions
1. Who is the narrator in the story? What is the point of view?

2. What does the narrator’s mother mean when she says that William Armstrong
might not be “all there”?

3. Why do Doodle’s parents name him William Armstrong?

4. What is the narrator’s reaction to the birth of his invalid brother?

5. What does the narrator help Doodle to learn? What is the narrator’s motivation for
helping Doodle?

6. How does the setting foreshadow what happens in the story? Use text-based
support!

7. What is Doodle’s reaction to the scarlet ibis that goes astray in the storm? What
is the symbolic link between Doodle and the scarlet ibis? In other words, how is
Doodle like the scarlet ibis?

8. The narrator in the story experiences an internal conflict. Explain what he means
when he says that “pride is a wonderful, terrible thing, a seed that bears two vines,
life and death.”

9. To the narrator, love is the most important quality for a person to have. Love can
make a person whole. Love can also break a person’s heart. How did Doodle’s love
for his brother change Doodle’s life?

10. How does the narrator experience a coming of age as a result of Doodle’s passing?
What valuable lesson does he convey to the reader through his flashback?

Review Figurative Language and symbolism

9/16/11

Objectives follow CCS:
• The student analyzes and evaluates the relationship between and among elements of
literature: character, setting, plot, tone, rising action, climax, falling action, point of view, theme,
conflict and resolution.
• Students will illustrate problem solving techniques and Evaluation. The Cooperative Learning
requires Knowledge, Comprehension, and Synthesis through class discussions and levels of
questioning

Aim: How can careful analysis and evaluation of a literary work help us better understand the
author’s purpose?

Do Now (Connect): what do we know about the exotic bird the scarlet ibis?.

Mini Lesson: What is a Scarlet Ibis bird

Comprehension Check:
Who are the characters in Hurst's "The Scarlet Ibis"?
What is the setting? (refers to time and place)
What do you think is the central conflict?
Identify the climax of the story.
Literary Devices:
How does the introduction foreshadows the end of the story?
What do you think are the symbolic images in this story?
Identify similes.
Critical Thinking:
Doodle's 'real name' is William Armstrong, why do you think his Brother renamed him?
1. How did you feel at the end of the story? Elaborate and explain in detail.
2. Does Doodle and or his brother remind you of anyone real or in other stories you've read or
films you might have seem? Explain why or why not.
3. Have you had any personal experiences which help you to relate to this story? Describe an
example from your life or another person’s.
4. What is significant about Doodle’s interaction with the bird the scarlet ibis. Find specific quotes
from the text to support your answer.
5. In what way does the narrator’s pride help and also hurt Doodle? Provide textual evidence of
both from the text.
6. The author, James Hurst, grew up in the southern part of the United States. How can we tell that
the story took place in the South? Use at least two quotes from the story to support your answer.
7. Identify Foreshadowing, Symbolism, Imagery, and Characterization. How do these devices help
make the story effective? Offer textual support.
8. Does the story end the way you expect it to? Why does the author choose this ending? What
effect does this conclusion have on the reader?
9. How would you like to have seen the story conclude? Be specific.
10. Why do you think "Brother" isn't identified by name other than Brother?

Cooperative Learning:
After reading the short story “The Scarlet Ibis” by James Hurst, students will assume the role of
either a prosecuting attorney or a defense attorney and prepare persuasive speeches for the jury
in regards to the guilt or innocence of the narrator, Brother. Through this activity, students will see
how small details and symbolic imagery present a case and set the stage or a debate about the
criminality of Brother’s actions. Through the lens of the law, students come to understand the
complexities of human relationships and human suffering.

Homework: Complete the handout page assignments. Literary
Elements whatever we discussed in any of the two short stories
discussed in class.

9/14/11

Objectives:
To recall, define, and record the five main elements of a short story.
The student analyzes and evaluates the relationship between and among elements of literature:
character, setting, plot, tone, rising action, climax, falling action, point of view, theme, conflict and
resolution.

Aim: How do we identify a wide variety of literary elements and techniques in works of literature and
how can such devices
enhance the works ?

Do Now (Connect): Identify and write in your notebooks about a time when you felt disappointed,
angry, or ashamed of someone you care about.

Mini Lesson: Recall the sequence of events and main elements of a story
Character(s)                                        Exposition
Setting                                        Rising Action
Point of View                                Climax
Conflict                                        Falling Action
Theme                                        Resolution

Comprehension Check:
Who are the characters in Hurst's "The Scarlet Ibis"?
What is the setting? (refers to time and place)
What do you think is the central conflict?
Identify the climax of the story.
Literary Devices:
How does the introduction foreshadows the end of the story?
What do you think are the symbolic images in this story?
Identify similes.
Critical Thinking:
Doodle's 'real name' is William Armstrong, why do you think his Brother renamed him?
1. How did you feel at the end of the story? Elaborate and explain in detail.
2. Does Doodle and or his brother remind you of anyone real or in other stories you've read or
films you might have seem? Explain why or why not.
3. Have you had any personal experiences which help you to relate to this story? Describe an
example from your life or another person’s.
4. What is significant about Doodle’s interaction with the bird the scarlet ibis. Find specific quotes
from the text to support your answer.
5. In what way does the narrator’s pride help and also hurt Doodle? Provide textual evidence of
both from the text.
6. The author, James Hurst, grew up in the southern part of the United States. How can we tell that
the story took place in the South? Use at least two quotes from the story to support your answer.
7. Identify Foreshadowing, Symbolism, Imagery, and Characterization. How do these devices help
make the story effective? Offer textual support.
8. Does the story end the way you expect it to? Why does the author choose this ending? What
effect does this conclusion have on the reader?
9. How would you like to have seen the story conclude? Be specific.
10. Why do you think "Brother" isn't identified by name other than Brother?

Cooperative Learning:

After reading the short story “The Scarlet Ibis” by James Hurst, students will assume the role of
either a prosecuting attorney or a defense attorney and prepare persuasive speeches for the jury
in regards to the guilt or innocence of the narrator, Brother. Through this activity, students will see
how small details and symbolic imagery present a case and set the stage or a debate about the
criminality of Brother’s actions. Through the lens of the law, students come to understand the
complexities of human relationships and human suffering.

Share Out!

Homework: Conduct online research on the anything exotic in the
story such as birds and plants. In your own words define the
sequence of events and main elements of a story. Please write
this in your notebooks.
Character(s)                                        Exposition
Setting                                        Rising Action
Point of View                                Climax
Conflict                                        Falling Action
Theme                                        Resolution

9/13/11

.        Objectives follow CCS:
.        Standard 1
.        (Reading): Students will use vocabulary development and an understanding of text elements
and structures to  comprehend literary and informational grade level text.
.        (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary
elements across genres and  cultures.
.        Identify a wide variety of literary elements and techniques found in works of literature and
discuss how such devices  enhance the works

Aim: How do authors use literary devices to advance their plot?

Do Now: Identify and List at least five symbols
1________ 2____________3______________4_________5_________
Some answers may vary: Statue of Liberty, Eagle, Wedding Ring, American Flag, Heart Shape,
Peace Sign, Corvette, Certain Dreams (snakes yikes), Darkness, Seasons, Stop Light Colors, 911.

Mini Lesson Recall the literary term symbol/symbolism:
A symbol is a sign which has further layers of meaning. In other words, a symbol means more than
it literally says. (Signs are literal; symbols are not). An abstract idea beyond the literal.

Notice that a symbol can have more than one layer of further meaning. The more profound the
symbol, the greater the complexity of the layers of meaning (although the symbol itself may be
quite simple).

When the author of Ecclesiastes (9.4) tells his readers that it is better to be a living dog than a
dead lion, he uses the literal significance of "dog" and "lion," coupled with their cultural
associations, to refer to conditions of human life. There are three layers (at least) in this saying:
the literal meaning of "lion" and "dog"--two different species of mammal; the cultural associations of
both animals--the lion is noble, strong, courageous; the dog is ordinary, weak, cowardly. the
application to human character: The cultural associations are transferred from dogs and lions to
human beings; the application makes a point about life.

Symbols can have three kinds of association; often a symbol will have all three. The associations
are
Personal: We all have associations with things in our experience. One person may have strong
affection for dogs while another person may fear them intensely.
Cultural: Different symbols may have quite different meanings in different cultures. A lion can
represent Christ in Christian culture; in Sumerian culture, the sun represents the god Marduk. In
Chinese culture, dogs represent devotion and faithfulness; in another culture, they may represent
impurity.
Universal: Jungian psychology, along with other theories, argues that some symbols have universal
meaning. Lions suggest deity in a variety of cultures, for instance. Trying to discern and express
the universal meaning of a symbol is tricky.

Reading:
.        Please take 10 minutes to read the short story "Hills Like White Elephants" by Ernest
Hemmingway and identify (by taking  notes in your notebooks) the symbols and other literary
devices in the story.
.        Students will then take five minutes and turn and talk about what they think the story is about
and what are the symbols.

Analysis:
What were your thoughts on the meaning of the title of the story?
The story is written in what point of view?
Who are the characters?
What is the setting?
What do you think is the conflict in the story?
Identify the climax of the story
Identify the symbols in this story (pending you know what the story is about)
Critical Thinking Questions: These are generally questions that you would not necessary find in the
text: Inference Based
.        How do you think Jig and the American support themselves? Is he one of the members of the
so-called lost generation, a group of  writers who knocked about Europe in the 1920s after being
alienated by American values? Do you think one of them come from  a wealthy family? Why or Why
not?
.        What do you think is Jig's nationality? The author refers to the man as an American, possibly
implying that she is from England,  Canada, Australia, or another nation where English is spoken.
０.        Do you think Jig and the American are single, engaged, or married? It seems likely that they
are single, but the narrator never explicitly  says so.
.        What do you think happens to Jig and the American after they leave the train station?

Share out!

Homework: Please read through the syllabus, fill out and sign the
last page, and return tomorrow. This counts as a HW grade.

9/12/11

0.        Objectives follow CCS:
0.        Standard 1
0.        (Reading): Students will use vocabulary development and an understanding of text
elements and structures to comprehend literary and informational grade level text.
0.        (Comprehension of Literary Text): Comprehend literature by analyzing the use of literary
elements across genres and cultures.
0.        Identify a wide variety of literary elements and techniques found in works of literature and
discuss how such devices enhance the works
0.        Recall strategies taught on critical reading. (7 habits of a proficient reader)

Aim: What skills do we need to apply to a literary work when reading critically?

Do Now: List at least 3 problems you encounter when you read
1
2
3
Mini Lesson: Basic Strategies for learning to read critically. The Seven habits of a proficient
reader. What do “good” readers do when they read.
Activating prior or background knowledge: What do you already know about the topic, category, or
genre? Before reading, it is often helpful to create lists and write down everything you already
know about a topic.
Determining importance: Different genres have different characteristics. Not everything we read in
a particular piece of writing is as important as the next. When we read different genres, we look for
different things when we read, for example: Fiction vs. Non-fiction
Asking questions: Readers ask questions before, during, and after reading.
Questions are usually written on “sticky-notes” and placed in the text.
Questions help set purposes for reading.
Questions help with monitoring reading
Visualizing: Creating vivid images in the reader’s mind.
You must use your imagination so that you can:
See, hear, smell, feel, and even imagine tasting what is being described in a text.
Inferring: Trying to figure out what the author means but doesn’t really say…
Retelling, Summarizing, and Synthesizing Retelling: simply retelling what happened in the text.
Summarizing: figuring out what is important and then putting it in simple terms that are easier to
understand. Synthesizing: using information from the text to make predictions and inferences;
putting things together in your mind
Using fix-up strategies: Do you ever miss something when you read? Do you ever skip over
something important by accident? Do you ever miss details? Me too! Fix-up strategies are what
proficient readers use when they miss something important. For example:Re-reading text

Work Period: Let’s now employ the skills we know and apply it to reading “The Travelers” or “The
Scarlet Ibis”. Answer the questions on the handout. Monitor the strategies you use while reading.
Identify which ones you used and did it help?
Share out! Which of the seven habits of a proficient reader do you think is best for you and why?

Homework: Please double check Jupiter Grades for your schedule
of classes and assignments. Last chance to return your syllabus
and contract.

9/09/11

Objectives: Students will use outside perspectives to revise their essay

Aim: How can peer review help us revise and improve our work?

Do Now: Respond in 5 sentences plus to the following Question in your notebook: For what
reasons do we have trouble following the advice of other people?

Lesson
What is peer review?
- Vocabulary word Peer: one that is of equal standing with another : equal; especially : one
belonging to the same societal group especially based on age, grade, or status

Teachers will explain the vital information about peer review.

What: Classmates will read/examine your work and offer constructive criticism about it
How: The reviewer can do so by verbally discussing this with the author, or by leaving written
comments and suggestions on the work itself
Why: An extra or different set of eyes and knowledge can always help the final product.

Work Period Activity
Student work will be collected and distributed randomly to another student, who will read and make
comments about it on a separate sheet of loose leaf.

Students will then read the comments made by their peers.
Students will then take notes on their own paper, with ideas and suggestions and things they’d like
to revise

Final Share
Brief class discussion getting feedback from students on whether they felt peer review helped.

Revise your essay due Monday 13th.
Recall parts of speech.

9/08/11

Objectives:
Students will have a measurable and definitive idea of class policies and procedures.
Students will discover strategies for choosing a significant, narrowed subject and generating
specific concrete details, and to write to learn about autobiography.
Students will produce an autobiographical essay /informational text that shows rather than tells as it
presents a significant main point about you as an individual.

Aim: How can we begin to formulate a plan to attain success in this class?

Do Now: Fill out index cards with pertinent information
1.        Last Name, First Name
2.        E-mail address (be sure it’s one you use)
3.        Parent/Guardian name and phone numbers (daytime
and evening), please note if it is a cell
4.        Parent/Guardian e-mail address
5.        Name of the best book you’ve ever read
6.        What literary genre you most enjoy reading
7.        List 1-2 strengths and weaknesses as they pertain to
ELA
8.        What you think you’d like to do as a career

Lesson
Teacher/school introductions – Welcome to E5 Regents Prep.
Elicit answers from students
-        What are the most important things you can do as a student?
-        Explain how important it is for you to succeed in school.

Then go over:
Class policy and procedures
Grading Policy
MsHyde.net

Homework due Friday 9/09/11 end of class period: Writing
Assignment # 1 – Mini-Autobiographies
Today and tomorrow you are going to be writing an
autobiographical account.
In your autobiography you must include paragraphs that separate
one idea from another.
This autobiography should help me get to know and understand
you better.
You should also try to write as well as you can since I will be using
these as your first grade!
Your work will be graded out of 4 points using the following criteria:
1 - Length of writing (2 full pages or a bit more)
2 - Use of supporting details in your writing (Ex: Don’t just tell me
how generous you are, describe a time in which you donated
some of your favorite clothes to hurricane victims)
3 - Organization (you use separate paragraphs when writing
about new ideas)
4 - Writing conventions (you are aware of proper spelling,
punctuation, grammar, etc)

Your work will be graded out of 4 points using the following criteria:
1 - Length of writing (2 full pages or a bit more)
2 - Use of supporting details in your writing (Ex: Don’t just tell me
how generous you are, describe a time in which you donated
some of your favorite clothes to hurricane victims)
3 - Organization (you use separate paragraphs when writing
about new ideas)
4 - Writing conventions (you are aware of proper spelling,
punctuation, grammar, etc.)

Literary Works Read So Far:
"The Travelers"
"Hills Like White Elephants", by
Ernest Hemmingway

"The Scarlet Ibis", by James Hursts
SAT Test Prep
Collegeboard.org
CA HS Exit Exam
How to Write a Well Developed
Description Essay?

Guide to Writing Links:
What is Persuasive Essay Writing
Ms. Hyde's persuasive essay template
Sampler 2010
AlvaEdCopy

NY Times City Room Blog
Nathaniel Hawthorne
Power Point Presentations
Bury My Heart At Wounded Knee, Dee
Brown

Teaching with Internet Sites:Laurie Petronis
Hawthorne23
Ambush

E5HONORS: READ THE NEWS EVERY DAY FROM ONE OF THESE RESPECTED NEWS SOURCES (be aware of state, national and international current events; share your
knowledge in class discussion and in writing): See my original links on mshyde.net (homepage "what's in the news section)
The New York Times The Wall Street Journal US News and World Report