Announcements and Homework

JUNIORS: When you return, we will read novels (or graphic novels) that adapt Greek myths. Everyone will have to read two, but reading all 3-4 is a great idea too!

If you are interested in attending AP English next year, you need to read The Bluest Eye. If enough people select a particular novel in any section, we will read it together as a class the week we return. Otherwise, we will be reading in clubs.

What do you need to do?
1. Read over the descriptions of the books online and choose the novels you are most interested in reading.

2. Email your preferences to me at jcandlin@sof.edu by Monday, February 3! If you cannot buy the books or get to a library, let me know ASAP. I have a few copies available.

3. By Wednesday, February 5, I will email you back letting you know which novels you will be reading. 

4. Buy the books or check them out from the library and bring them to class on Monday, February 10.

5. You will receive one quiz worth of points for following the instructions precisely.

Links to the Novels

Fun Home (Icarus and Daedalus)
The Bluest Eye (Persephone)
The Song of Achilles (Achilles and the Trojan War)
The Secret History (Dyonisus)

If you need a book to read next week, come see me and I'll give you something good. I will be at school all week for exhibitions.

Finally, we will be looking at some clips of Black Swan when we return. If you haven't seen it, you may want to watch it during exhibition week.


ANNOUNCEMENTS!

-Midterms and reflections will be available if you want to pick them up next week.

-If you didn't turn in a reflection or make a folder for English as instructed, it will go in as a zero in the grade book later on today (Friday, Jan. 31).

-I need movie recommendations for upcoming units. I am looking for movies that feature a character coming of age -- moving from childhood to adulthood. Please email me with any ideas at jcandlin@sof.edu

Studying for the Midterm

Study for the midterm:

This sheet is your friend: Terms and Skills for Midterm

How can you study? 

I.  -Reread the stories, making sure you know them well. Practice writing claims about how the characterization, setting, and/or symbolism conveys a specific theme about the story. For examples of strong claims, refer to the "Essay Resources" page. I also suggest following Arta's steps for how to write a claim:

1. Notice a pattern or develop an idea about a specific aspect of a story.
2. Put it in writing, even if it's terrible at first.
3. Consult resources and examples on the blog.
4. Talk about it! Say it out loud, discuss it with a friend/family member.
5. Revise it until it is polished.

II. -Review the "Midterm Review:" page, highlighting and looking up any words that are unfamiliar in the word banks. Think about how they can be used to describe characters and settings from books, TV shows, or movies that you like. 

III. -Memorize the functions of setting and purposes of character. Find passages in the stories, including "Breatharians (for seniors only)", that best demonstrate those functions.

Review Exercises

Stations:

I. Characterization

1. Make a table using STEAL to compare the three protagonists of "Escape From Spiderhead," "Natasha," and "Breatharians." For each category, include at least one bite sized quotation that demonstrates the character's dialogue (speech), thoughts/emotions, effect on others, actions, and appearance (looks).

Station II. You must complete station one before this one.

1. Who is the antagonist in each story?

2. Using the list of characters' purposes, which function does the antagonist serve?

3. What function do other characters' serve? Here are some secondary characters to consider:

EFS: Rachel, the character with the rat tattoo, Verlaine

Natasha: Natasha, Rufus, Uncle Vima,

Breatharians: mother, father,

4. Wrote a claim on one of the short stories that focuses on the protagonist's change throughout the story.

III.
1. Use the setting word bank to describe the overall setting of each
story.

2. Make a chart in your notebook that has one column for setting, one column for quotations, and one column for the purposes of setting for each story.

3. Write a comparative claim about how the settings function differently in two of the stories.

IV. symbol/theme/title

1. In each of these stories, the authors use symbolism to help convey a theme about human nature or society. Some of these symbols are:

Breatharians: dog, cats, big house/small house, food,  breatharianism

Natasha: basement, nipples, books

Escape from Spiderhead: tattoo, Spiderhead, remote control, flight

2. Choose a symbol from each story and wrote down the quotations that describe the object.

3. What does each object represent? How does that representation help convey one of the central themes of the story?

4. Connect the symbolism to the title. What is the title's significance.

Homework! Earn points to boost your grade!

Juniors and Seniors: First Semester Reflection, DUE MONDAY

Make sure you answer the questions with specific examples.

Homework 1/23

Seniors - Read "Breatharians," with a focus on characterization, setting, symbolism, and theme. For extra credit, complete a response that analyzes the beginning, middle, and end of the story. You must have adequate evidence and specific language from the word banks on the midterm review in order to get credit. You can find the form here, make a copy and share it with me: Literary Response
Midterm Review

Presentations Tomorrow: 12CD - Patrick, Jia Min, Dixon, Ashley
                                                 Brian, Naziah, Angel, Alex, Ben

                                      12B - Lisa and Cheyenne

Juniors:
1. Finish your bite-sized paragraphs Bite-sized 2 Instructions
2. PRINT IT OUT and bring it to class.

Homework!

Bite-sized with tranistions

ALL STUDENTS, As you read, make sure you are using this midterm review sheet to focus your analysis: Midterm review with word banks

1. Seniors: Revise response on "Escape from Spiderhead." Response packet is here: Midterm Response Packet
Presentations tomorrow:
Freud group in 12CD and Patrick, Ashley, Jia Min, and Dixon on Steven Pinker
Jason and David in 12B

2. 11D: Read "Breatharians" if you were here today.
    11A: Complete response packet, making sure to include bite-sized quotations throughout the responses

Homework and Presentations

12CD - Patrick, Ashley, Dixon, and Jia Min presenting tomorrow at 10:40
            Noah and Liana - presenting at 11:00

Thursday - Freud group
Friday - Emotional Intelligence Group

12B - Read the rest of "Escape from Spiderhead" and complete reading response. David and Jason present on Thursday, Cheyenne and Lisa on Friday

11A, 11D: Complete "Where Are You Going, Where Have You Been" and the response for the middle and end of the text. You may have a quiz and will have a graded discussion during class tomorrow.

Weekend Homework!

Seniors:

1. As you read "Escape from Spiderhead" by George Saunders, complete the reading response packet. You need to complete a page for the beginning (pg. 45-47), middle (47-75), and end of the text (75-81). If you have read it before, great! You will get more out of it when you read it for a second time. Use at least five adjectives from the characterization word bank to describe the characters.

Ms. Candlin's example of response for "Natasha:" Example of Close Reading for Midterm

Response form can be found at this link. You will need to "make a copy" to type in it: Close Reading Practice for Midterm

Juniors: 

1. As you read the first third of "Where Are You Going, Where Have You Been," complete the response packet page for the beginning of the text.

Response form: Close Reading Practice for Midterm
Example: Ms. Candlin's example

Homework

Juniors: 

1. Read the two poems and annotate them for characterization, setting, and symbolism. Consider what the poet emphasizes and leaves out from the original myth.
2. Choose a song as a "soundtrack" for each poem that you can play for us in class tomorrow. Be ready to explain why you chose each song.

Poems:
Demeter to Persephone
Letter [Persephone to Demeter]

Today's Stations

Seniors: 

You can view powerpoints from presentations on the "Texts and Links" page!

12 B: read the fist half of "Escape from Spiderhead," noting evidence of behaviorist concepts and Emotional Intelligence.


12CD -- no homework

Presentations tomorrow: Naziah, Amer, Ben, Alex, and Angel (last 20 minutes of class) 
                                     Matt T., Christian, Bryan

Tuesday: Ashley, Patrick, Jia Min, Dixon
              Amanda/Kamille

Lessons and Homework January 15

Checklist for Midterm -- Seniors - quiz on Natasha tomorrow and presentation

Bite sized quotes -- Juniors: finish your bite-sized paragraph, making sure to integrate a minimum of three pieces of evidence correctly.

Requirements and Calendar for Presentation -- Seniors

Checklist for Lesson and Grading Criteria

Handout #1 for Ms. Candlin's Lecture: Theory of Love
Handout #2 for fun: Sternberg's Triangular Love Scale

Wednesday, January 15 - Nadia, Alim, Allegria
Thursday, January 16 - Luka, Tiana, Elijah, Allie

Friday, January 17- Matt T., Bryan, and Christian
                             
Tuesday, Jan. 21 - Amanda/Kamille

Wednesday, Jan. 22 - David, Jason

Thursday, Jan. 23 - Pume, Danny, Esther
                             
Friday, Jan. 24 - Lisa, Cheyenne

Exhibition Resource

Juniors -- If you are ready to take on some more analysis instruction, here is a link to a lesson we will do later in the year. I wanted to make it available now for those of you who are ready for it.

Bite size/Super size

Lesson Agendas

Senior agenda

Juniors:

Do now: Gallery walk of myth projects:

As you study the myths, jot down in your notebook: 

• What patterns do you notice? -- Common themes, conflicts, or flaws etc.
• How do these stories resemble or differ from the stories we encounter today? 

Helen of Troy - Mythology by Edith Hamilton 

Wikipedia entry on Leda and the Swan

Read "Leda and the Swan" by W.B. Yeats

What they say: 

Homework

Juniors - Myth mini-poster due tomorrow at the beginning of class.
Seniors - continue your research if you need to before working on your powerpoint tomorrow

Agenda for Seniors: Jan. 8

DO NOW: Summarize your notes and the content you learned in the psychology lecture. 
Use these transitional phrases to help you: 

X claims...
X argues....
This demonstrates...
Another example is...
Surprisingly...
Finally...
To sum up...
This research implies...

For example...

As you review your own notes and others, ask yourself:

1. Are these organized in a way that shows separate ideas2. Are they complete: do they convey clear information in a way that makes sense?
3. Does the summary capture the complexity and depth of the information the student learned?


WHAT NEXT?
Are you ready to start working on your powerpoint?

• You can speak clearly and articulately about the psychological theory
• You have done enough research to do an engaging presentation. 
• Use this powerpoint as an example of an engaging, clear presentation: Death by Powerpoint

If not, you should:

• Review or finish the lecture
• Find more information (another TED talk, an interview, a website where the psychologist explains his ideas)

EXIT SLIP: 

1. What grade do you deserve on your notes? 

4.0 -- my notes are thorough, organized, and convey the entirety of the lecture
3.0 -- my notes are thorough and convey the entirety of the lecture but could be organized better 
2.0 -- my notes can be improved with additional focus 
1.0 -- my notes reflect a lack of effort

2. Do you have any more work to do before you start working on your powerpoint? What is it? 

Homework: Work on your exhibition and finish researching the psychological theory if you haven't done so.

Tomorrow -- Powerpoint bonanza and collecting samples to use in class

Homework!

Seniors: Finish lecture and notes that you will show to classmates and turn in tomorrow

Notes should be organized and include:

• Complete and comprehensive information from the entirety of the lecture
• Psychologist's central arguments
• Answers to these questions: 1. What is this psychologist's argument about human nature/human development? 2. What does this psychologist have to say about conflict and how to resolve it? 
• Brief biography of Psychologist 

Juniors: 

1. Work on exhibition 

2. Bring in materials for myth project 

Unit Overviews and First Assignments

Juniors
Objective: Scholars activate prior knowledge before learning new material. Today, you will consider how you use psychology in your everyday thinking and brainstorm what you already know about mythology.

Juniors: Unit Overview and Assignment #1

Homework: Bring in any borrowed books

Seniors:  It's All in Your Head: Psychological Theories and Realistic Fiction

Homework: Bring in any borrowed books and headphones if you have them.