Friday, February 27, 2015

C and d period 2/27, hw due 3/3

Agenda
1)  sentence combining 3
2)  discussion of chapter 9
3)  paired reading chapter 10
HW)   read chapter 10 in To Kill a Mockingbird  
Answer the following question with one page of writing in with at least two integrated quotes

What do Jem and Scout discover about their father?  Why is it so significant in how they perceive him?

B period 2/27

Agenda
1.   Watch 42 The story of Jackie Robinson and the character, conflict, and theme notes
Hw)  Get in late essays for Fences drop dead date is a week after original due date (2/25->3/5)

Thursday, February 26, 2015

F and G 2/26, due 3/2

Agenda

1   sentence editing
2   independent reading follow up
    write ups
    book pitches
HW)  next 50 pages of your independent reading book
create a response journal question and answer it in one page of writing

revised final papers due on 3/2 as well 
late papers can not be revised an extra time

Wednesday, February 25, 2015

C and D period 2/25, due 2/27

Agenda
reverse sentence combining exercises
snowman and blanket seminar, reviewing chapter 8 of TKAM
paired reading of chapter 9
HW)  Read chapter 9 and answer the following questions in 1 page of writing, using at least 2 well-integrated quotes:  Both Cecil Jacobs and Scout's cousin Francis use the N-****r word to harass Scout for the legal case her father Atticus has undertaken.  How does Scout respond and what does Atticus try to teach her in both cases?

B period 2/25

Agenda
Hand in Fences essays
Begin watching Jackie Robinson  movie
Take notes on themes, characters, conflicts and details
no HW due to short day

Tuesday, February 24, 2015

G and H periods 2/24, hw due 2/26

Agenda
  • sentence editing from student work
  • independent reading follow up
  •     write ups
  •     book pitches
HW)  next 25 pages of your independent reading book
create a response journal question and answer it in one page of writing

E period 2/24, hw final draft of Fences essay due 2/26

Agenda
  1. sample drafts of Fences essays
  2. writers workshop for one essay
  3. peer editing and teacher conferencing:
  4.     focus areas:  thesis, topic sentences, quote integration and paragraph development
HW)  final draft of Fences essay

Monday, February 23, 2015

2/23/15 C and D period, HW due 2/25

Agenda
  1. sentence combining exercises
  2. seminar chapter 5-7 of To Kill a Mockingbird
  3. quiz on chapters 5-7 of TKAM
HW)  read chapter 8 of TKAM, answer the following questions with one page of writing, using at least two well-integrated quotes.
As the whole community fights the fire at Ms. Maudie's boarding house, what is shown about the community and its individual members, including both Radleys?

2/23/15 B period, hw due 2/25

Agenda
  1. sample drafts of Fences essays
  2. writers workshop for one essay
  3. peer editing and teacher conferencing:
  4.     focus areas:  thesis, topic sentences, quote integration and paragraph development
HW)  final draft of Fences essay

Friday, February 13, 2015

2/13/15 G and H, HW due 2/24

Agenda
  1. subject verb agreement on chomp chomp
  2. publishing phase of HF papers
  3. viewing various versions of Huck in film, stage and TV presentations
  4. comparing versions of Huck
 
HW)  start reading self-selected independent reading book
 
Requirements: 

  •  must be at least 200 pages long

  • fiction or non-fiction

  • sufficiently advanced reading material (e.g. Wimpy Kid books don't cut it)

  • read at least 100 pages by Tuesday 2/24 

  • be prepared to write about it the day of your return

2/13/15 E period, due 2/24

Agenda  

1.   comparing graphic organizers
       -strengthening topic sentences
       -improving quote selection 
      - developing intro and selection 
2.  peer and teacher conferencing
3.  individual time to write first drafts


HW) finish first draft of Fences essay

Thursday, February 12, 2015

2/12 period C and D, due Monday 2/23 after vacation

Agenda
  1. Read 21 Lottery Winners Who Blew it All
  2. Review classwork questions from chapter 2 and 3 or To Kill a Mockingbird
  3. Guided reading of chapter 4
HW)  Read chapter 5, 6, and 7 of To Kill a Mockingbird, complete the two page reading journal

B period 2/12, due Monday after vacation

Agenda
  1.  graphic organizer for Fences essay
  2. first draft
HW)  Finish graphic organizer, write remainder of your essay

Wednesday, February 11, 2015

Tuesday, February 10, 2015

Monday, February 9, 2015

G and H period 2/9, due 2/11

Agenda
  1. Review HW question:  attack, defend or quality Huck's contention that a person's conscience is worthless
  2. 1st draft:  Dependence, independence, interdependence:  stages of Huck's moral development
HW:  finish graphic organizer and write 1st draft

E period 2/9, due 2/11

Agenda
  • Revising quote integration in your homework questions
  • Reader theater for remainder of the play
HW)
1. study for quote integration quiz

2. Answer the following question in 1 page of writing, including at least 2 well-integrated and properly cited quotes:
In Troy and Cory's fight from pages 85-89 at the end of Act 2, scene 4, nobody wins, BUT who do you think is most likely to change after the confrontation and why?

Friday, February 6, 2015

C and D period 2/6, due 2/10

Agenda

1.    Subject -verb agreement quiz
2.    The Boo Radley discussion
3.     Partnered reading chapter 2
HW)  Read chapter 2 and answer the following questions in 1 page, 2 paragraphs with at least 2 well-integrated quotes:

What do you think about Ms. Caroline as a teacher?  Does Scout respond properly to her instruction?  What should schools do when they have kids with the intellectual ability of Scout in the same class room as kids like Walter?

B period 2/6/15, due 2/10

Agenda

  1. Revising quote integration in your homework questions
  2. Reader theater
HW)
 study for quote integration quiz

Answer the following question in 1 page of writing, including at least 2 well-integrated and properly cited quotes:
In Troy and Cory's fight from pages 85-89 at the end of Act 2, scene 4, nobody wins, BUT who do you think is most likely to change after the confrontation and why?

Thursday, February 5, 2015

Huck Finn vs Tom Sawyer: survival vs adventure

The following is a excerpt from a scholarly analysis for Twain's work.

Two Boys: Versions of Childhood in The Adventures of Tom Sawyer and Adventures of Huckleberry Finn

By H. Daniel Peck


      These differences between the two boys suggest how the books Tom Sawyer and Huck Finn, despite their similar titles, dramatize very different kinds of “adventures.” Tom’s adventures are often the products of his own rich imagination. Huck’s adventures, on the other hand, involve a series of evasions from the real-life dangers of a pervasively violent culture, vividly dramatized, for example, by the bloody and fatal Grangerford-Shepherdson feud. There is no scene in Tom Sawyer remotely like the one in Huck Finn where Huck’s friend Buck Grangerford dies: “When I got down out of the tree I crept along down the river bank a piece, and found the two bodies laying in the edge of the water, and tugged at them till I got them ashore; then I covered up their faces, and got away as quick as I could. I cried a little when I was covering up Buck’s face, for he was mighty good to me.”25
Recent scholarship has determined that Twain set his manuscript aside, in August or September of 1876, just at the point that Huck asked Buck what a feud is.26 Earlier, it had been believed that the subsequent long hiatus in the composition of the novel began when the raft is smashed by a steamboat, and this understanding led to a theory, proposed by numerous literary critics over the years, that Twain had in effect smashed the novel in frustration. That is, he realized that there was no way that he could reconcile the book’s humor—some of the richest in American literature—with the potentially tragic implications of its narrative development. In this view, once Twain had determined that Huck and Jim, lost in the fog, would miss their turnoff up the Ohio River, at Cairo, Illinois, toward a free state, he found himself committed to a story that, barring utterly implausible plot developments, could not end happily.
Ascertaining that Twain actually set his manuscript aside later in the story than the steamboat crash modifies this view, though, as we will see, it does not fully reconcile the issues that earlier critics raised. It is true, nevertheless, that Twain had several other projects competing with his composition of Huck Finn in the 1870s, and other practical reasons too can be found for his abandoning his manuscript in the late summer of 1876. When Twain resumed work on the book in 1880, he completed the Grangerford-Shepherdson episode with the death of Buck in what was to become chapter eighteen, and at the very end of that chapter reunited Huck and Jim and their raft (all of them separated from one another by the steamboat crash), carrying them further downriver in what, by then, had become an alternating pattern of raft scenes and scenes set on the shore. The symbolic interplay of raft and shore is best expressed by Huck himself, as he and Jim, leaving the scene of the deadly feud, “shove off for the big water”27:
I never felt easy till the raft was two mile below there and out in the middle of the Mississippi. Then we hung up our signal lantern, and judged that we was free and safe once more. . . . I was powerful glad to get away from the feuds, and so was Jim to get away from the swamp. We said there warn’t no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft don’t. You feel might free and easy and comfortable on a raft.28
The novel’s contrapuntal movement between the river, associated with freedom and beauty, and the shore, characterized by corruption and violence, carries Huck and Jim farther southward into a new series of “adventures.” These further adventures are dominated by two confidence men, the Duke and the King, who commandeer the raft and whose exploits and schemes reveal the gullibility of people living along the shore. It is in this section of the novel that Twain momentarily allows Huck’s first-person narration to slip, when the author’s anger toward antebellum southern culture boils over into Colonel Sherburn’s speech to the mob: “Your newspapers call you a brave people, so much that you think you are braver than any other people—whereas you’re just as brave, and no braver. Why don’t your juries hang murderers? Because they’re afraid the man’s friends will shoot them in the back, in the dark—and it’s just what they would do.”29
For the most part, however, Twain sustains Huck’s voice in this section of the novel, centrally for the purpose of dramatizing Huck’s growing awareness of Jim’s full humanity. One key scene in which we witness this process is in chapter 23, when Huck awakens to find Jim looking forlorn, “his head down betwixt his knees, moaning and mourning to himself”; “[h]e was thinking about his wife and his children, away up yonder, and he was low and homesick; because he hadn’t ever been away from home before in his life; and I do believe he cared as much for his people as white folks does for their’n. It don’t seem natural, but I reckon it’s so.”30
This movement of Huck Finn concludes with the Duke and the King selling Jim back into slavery (for forty dollars) on the Phelps plantation, which becomes the setting of the novel’s final ten chapters. Here arrives possibly the book’s greatest moment, when Huck, whose conscience has been socialized by a racist society, faces a terrible choice—whether or not to try to free Jim from captivity. He resolves the crisis by writing a letter to Miss Watson, telling her where to find her runaway slave:
I felt good and all washed clean of sin for the first time I had ever felt so in my life, and I knowed I could pray, now. But I didn’t do it straight off, but laid the paper down and set there thinking; thinking how good it was all this happened so, and how near I come to being lost and going to hell. And went on thinking. And got to thinking over our trip down the river; and I see Jim before me, all the time, in the day, and in the night-time, sometimes moonlight, sometimes storms, and we a floating along, talking, and singing, and laughing. But somehow I couldn’t seem to strike no places to harden me against him, but only the other kind. I’d see him standing my watch on top of his’n, stead of calling me—so I could go on sleeping; and see him how he was when I come back out of the fog; and when I come to him again in the swamp, up there where the feud was; and such-like times; and would always call me honey, and pet me, and do everything he could think of for me, and how he always was; and at last I struck the time I saved him by telling the men we had small-pox aboard, and he was so grateful, and said I was the best friend old Jim ever had in the world and the only one he’s got now; and then I happened to look around, and see that paper.
It was a close place. I took it up, and held it in my hand. I was a trembling, because I’d got to decide, forever, betwixt two things, and I knowed it. I studied a minute, sort of holding my breath, and then says to myself:
“All right, then, I’ll go to hell”—and tore it up.”31
This passage dramatizes one of the great turning points in American fiction. Yet, Twain provides nowhere to turn. His naïve child-narrator has no awareness of the integrity of his decision, and no way of transcending his childhood to obtain some kind of moral hold on the decision. The only person in the novel with the wisdom and experience to guide Huck to awareness is Jim, who is absent from the scene, and who, in any case, is about to have his stature greatly diminished by the author. This diminishment is occasioned, in the very next chapter, by the surprise return of Tom Sawyer.
The final ten chapters of Huck Finn are dominated by Tom, and by the ornate scheme—based on The Count of Monte Cristo—he devises to free Jim from captivity. Tom alone knows that Jim already has been freed, by Miss Watson on her deathbed (exactly the kind of implausible plot development that the novel now required if tragedy were to be averted), and that everything has become a game, a game bookending Tom’s game of robbers with which the book began. Jim, so fully humanized in earlier parts of Huck Finn, here becomes the object of humor (readers clearly are meant to laugh at him rather than with him now), a brand of humor derived from minstrel shows.
Generations of critics and scholars have found the ending of Huck Finn disappointing, and I think there is no good answer to their objections. It’s true that in this closing section of the novel Twain manages, in isolated passages, to attack through sharp irony the violent racism of the antebellum south. In one such episode, Aunt Sally, on the Phelps plantation, responds to one of Huck’s inventive lies, asking him about a steamboat accident:
“Good gracious! Anybody hurt?”
“No’m. Killed a nigger.”
“Well, it’s lucky; because sometimes people do get hurt.”32
There is no question, however, that in this final section of the novel Twain lost the beautifully integrated mixture of lyricism, moral seriousness, and humor that had sustained its great odyssey. Perhaps this loss was inevitable, as the river that had structured and supported this odyssey ran its course, running aground, as it were, at the Phelps plantation. Hemingway felt that everything past this point in the novel is “cheating,” and endless commentary in our time has debated what Twain should have done with his conclusion; some have even rewritten the ending for him.33

2/5 periods G and H, due 2/9

Agenda

1. Jigsaw answers to chapters 30-32
2. Seminar Huck and Providence
3.  Building background knowledge of Tom Sawyer and the process by which Mark Twain wrote Huck Finn
HW) 
Read HF 33, 34, 35
 Answer the following question with a minimum of two integrated quotes in 1 page of writing:
At the end of chapter 33, Huck says that "If I had a yaller dog that didn't know no more than a person's conscience does I would pison him.  It takes up more room than all the rest of a person's insides, and yet ain't no good, nohow."

Attack, defend or qualify Huck's statements with evidence from throughout the story and from the real world.

E period 2/5, due 2/9

Agenda
  1. No Red Ink “quote integration” 2
  2. student sharing and comparison of homework paragraphs
  3. Reader Theater Act 1, scene 3
HW)  read Act 2 Scene 2 of Fences, starting with a topic sentence, and using at least one integrated quote, answer the questions: On page 77, why does Troy push away his wife, then turn to have an imaginary battle with Mr. Death after he finds out what happened to Alberta?  What does this show about Troy and Rose?

Wednesday, February 4, 2015

2/4/15 C and D periods, due 2/6

Agenda

  1. subject verb agreement exercise 3 chomp chomp
  2. issue, do book cards for To Kill a Mockingbird
  3. establish background knowledge for TKAM by previewing Scottsboro Trial
  4. Reader theater for chapter 1
HW)  study for subject-verb agreement quiz

2/4/15 B period, hw due 2/6

Agenda

  1. No Red Ink “quote integration” 2
  2. student sharing and comparison of homework paragraphs
  3. Reader Theater Act 1, scene 3
HW)  read Act 2 Scene 2 of Fences, starting with a topic sentence, and using at least one integrated quote, answer the questions: On page 77, why does Troy push away his wife, then turn to have an imaginary battle with Mr. Death after he finds out what happened to Alberta?  What does this show about Troy and Rose?

Tuesday, February 3, 2015

G and H 2/3, due 2/5

Agenda
Book discussion in short day
HW)
read Huck Finn chapters 30-32, answer the following questions with one integrated quote per paragraph:

ch 30)  How did Huck rely on empathy to lie his way out of the clutches of the mob that went to check the coffin for the gold in the storm?

ch 31)  Quite ironically, in this chapter Huck decides to go to hell.  Explain in a paragraph how Twain plays off our current feelings towards slavery as Huck processes his decision to help or turn in Huck.

ch 32) Explain Huck's new name on Phelp's farm.

2/3 E period, HW due 2/5

Agenda
1.   "No Red Ink" quote integration practice
2.   "Fences" play distributed
3.  Background knowledge
4.  Reader theater
HW) Read Act 0ne, Scene 1 - 3
Answer the following question in one page of writing using 3 well-integrated quotes

How does Troy treat his family?  Identify three characteristics of his treatment of his wife and son, making sure you capture the widely different attitudes and actions he takes towards the people close to him.