Collection 6: The Modern World

Screen Shot 2016-03-02 at 9.01.05 PM.pngScroll to see the daily assignments we will complete in Collection 6. If you are absent, please refer to this page for guidance.

Day 1: 

Complete all of your assignments in your journal.


Day 2:

Complete all of your assignments in your journal.


 

Days 3 & 4: Finish “Winter Dreams”

Complete all of your assignments in your journal.

 

 


Day 5: The Harlem Renaissance p.438

  • Take notes on the history of the Harlem Renaissance and the authors we will read in this section.

  • Read: “Song of Son” (Jean Toomer) “From the Dark Tower” (Countee Cullen) & “A Black Man Talks of Reaping” (Arna Bontemps) p. 439

    • Complete the discussion question in your journal. p.442

  • Take notes on the background information on Zora Neale Hurston and Langston Hughes.

  • Read”How It Feels to Be Colored Me” (Hurston) & “The Weary Blues” (Hughes) p. C115

    • Complete the short answer questions on each page as you read.

    • Complete the “Short Response” section in your journal p. CR122

      • This response should be written in paragraph format. Please proofread your work!


 

Day 6: Narrative Poetry

“Mending Wall” and “Death of the Hired Man”

  • Take notes on Robert Frost (p. 445)

  • Read “Mending Wall” (p.446) and “Death of the Hired Man” (p.447)

    • take notes on the following:

      • mood/ atmosphere of each poem

      • types of descriptive language used by Frost

      • any questions you have while reading

  • Complete “Performance Task” p. 454

    • The entire assignment should be completed in your journal.

    • Be sure to use full sentences and proofread your work!

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Review each work we have read so far and prepare for your test!

  • Students: You have the option of correcting your incorrect answers to improve your test grades. Resubmit your test by Friday, March 11, 2016.

 

The Crucible

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Day 1: Background Information

Take notes in your journals as we discuss the following articles.

Which text showed a more comprehensive view of witchcraft in Salem, Massachusetts? Explain your answer with evidence from both texts (i.e.- the article & the video).

Begin reading The Crucible Act 1.

  • Vocabulary:

    • overture=

      • Classical music= overture is played before the beginning of musical or opera. It introduces the musical themes. “Opening”

      • More general meaning= the first part or beginning of something

  • Take-aways:

    • The overture or exposition includes information we don’t get at the beginning of the play:

      • setting

      • historical context

      • playwright’s perspective on his subject

    • p. 460= gives insight to attitudes and beliefs of the people of Salem

    • Miller provides historical background in the overture that compares Salem to two other, earlier colonies. Which ones?

    • Lines 1-6, p. 461: What inferences can you make about Parris based on the stage directions?

    • Direct characterization vs. Indirect characterization

      • Direct= specific details about a character are stated directly

        • i.e.- stage directions

      • Indirect= readers have to infer what a character is like based on clues in the text.

        • i.e.- characters’ dialogue

        • i.e.- characters’ actions

  • Consider the following as we read:

    • How are the themes of the play relevant to contemporary American audiences?

    • How and why might the play appeal to readers and theater-goers on a global scale?

  • Close Reader- p. 462

Day 2: Ms. Ellis Proctors FSA Writing While You Complete Assigned Packet

  • The packet was distributed in class on March 3, 2016.

  • The files within the packet can be found below:

    • Directions

    • Vocabulary Assignment (No digital copy)

    • Article 1: McCarthyism

    • Article 2: Witches in Salem

  • The entire packet must be completed prior to next class (Wednesday).

Day 3: Read Act 1 of The Crucible

  • Review Day 2 packet.

  • Students read “Act 1” with Ms. Ellis and discuss characters.

Day 4: Check Ms. Ellis’ door to see where to report.

  • In 1-2 paragraphs, summarize what occurs in The Crucible, Act 1, Part 1. Write a comparative essay in which you explain the similarities and differences between the play and the first part of the film.

  • Essay does not need to be typed.

Day 5: Finish reading Act 1 of The Crucible

  • Peer edit the essays from Day 4. Click here for the directions.

  • Finish reading Act 1/ take notes and add to character description chart.

  • The Crucible film Pairing

  • Create an image (s) that illustrates the relationships of the characters thus far in the play.

 Day 6 & 7: Read Act II of The Crucible

  • Share illustrations of Act 1.

  • Take notes and add to character description chart.

  • The Crucible film Pairing

  • Collaborative Reading Groups

    • Mini- McCarthyism Group Project.PNG

      • Discuss parallels between the McCarthy Trials and those depicted in the play.

    • While your groups work on your group project, students will be visiting the computer center to work on SAT Practice in Khan Academy.

      • This Week’s Assignment= Reading: Science

Day 8: Begin reading Act III of The Crucible

  • Take notes and add to character description chart.

  • The Crucible film Pairing

  • Continue Collaboration Reading Group Assignment.

  • Presentations will be April 5th, 2016. You must come on your presentation day to receive credit.

  • All students should have completed the Khan Academy Reading: Science practice by the end of the day.

Day 9: The Crucible Comparative Essay

  • Based on your notes, write a comparative essay in which you compare the similarities and differences of Arthur Miller’s The Crucible  and Nicholas Hytner’s 1996 version of The Crucible.

  • Bring a paper copy of your essay on April 12, 2016 for Ms. Ellis’ approval.

  • Correct your essay and upload the revised version (in PDF form) to your digital portfolio.

    • label the assignment- Comparative Essay

  • Add a brief description of the assignment.

  • Due: April 18, 2016 (uploaded to your digital portfolio).

Period 6 Socratic Seminar- The Tempest

Discuss the value of the play, The Tempest, and whether it is significant to 21st cent. classrooms. Are the themes applicable to modern-day society? Or are they too antiquated? Argue whether or not the play should  still be  studied in educational settings.

Scribe Diamond Tate

Dixon – Agrees with Amanda on how women can take on men rolls. Transitioning from a man roll to a woman roll shows that men and women are both equal.

George -Feels we should be living in the future instead of the past because we don’t speak in Shakespears language and it isn’t useful.

Imani – Applicable to

Amanda – Yes it should still be taught because it shows women can still take on the rolls as men when it comes to acting. Agrees that it should be around because you’re always going to have people around guiding one another. Disagrees with George because if you don’t learn from history you’ll be clueless.

Dixon – Yes I believe it should be studied. Helps understand what was said back them.

 Imani – Agrees

Dixon – Agrees. Feels the same way about how women only took roll. Transitioning from the high same. Shows men and women are equal. Agrees w/Dixon feels we could use his strategy.

Alejandro – Doesn’t think it has anything to do w/the play.

Imani – Feels women playing in the play show the outside roll of women playing men feel that women can play men rolls.

Alejandro – States it’s talking about the theme not rolls. same roll just played by a female only difference , Also agrees w/Maydane. 

Devonte – Agrees that it doesn’t matter if women could play men rolls. agrees w/Maydane.

Maydane – Think it should still be taught shows how the past was.

Per. 4 Tempest Socratic Circle

Discuss the value of the play, The Tempest, and whether it is significant to 21st cent. classrooms. Are the themes applicable to modern-day society? Or are they too antiquated? Argue whether or not the play should  still be  studied in educational settings.

Bianni- Difference between old clip and new version of tempest of Prospero. The older man looked easier to convience and the woman looks more confident

Jorge- The setting and time period is different in the film, whereas the old adults where respected and looked up to more than woman

Matthew- the old man appeared strong and aggresive

Chloe- agrees with matthew POV

Bianni-the woman looked more demanding and the old man looked lay back.

Cece- agrees with bianni POV “In this way Prospero imiates god…”

Andy-Gods gender is never offically stated, and the woman looks more aggresive and powerful.

Jorge- Prospero is calm because he has the power and knows that is over his servants. His power is represented in uses of his words.

Cece- A god is ones POV

Bianni- A woman playing a male role shows the time period change

Jorge- The island in the images looked very isolated.

Bianni- Agrees to Jorge. Makes the scene looks more suspenceful. The island had more of a darker mood.

Andy- How is it relvatant to modern day?

  • Bianni-

Matthew-Prospero had an opiphany and a change of heart toward his servant

Jorge- Prospero was set to die. He has all right to be reventful. His has the art of using potential. Prospero is shown as a father figure,  and a role model after the vengence.

CeCe-thinks prospero has always kindness

Andy- Caliban is a metaphor how 17th century Europeans treated native individuals they incountered on caribbean island.

Bianni- Main conflict is between Prospero and the person that over threw him

Ivan- he forgave but didn’t forget

Jorge- doesnt think venegence isn’t apart of this.(ties back to the orignal question) it should be studied in educational studies

Matthew- prospero is portrayed under the description of god.(ties back to the original question) It should not be studies in educational setting because of the strong ties in cultural differences.