LEARNING TARGETS: AS A RESULT OF TODAY’S CLASS YOU SHOULD BE ABLE TO DEFINE, IN YOUR OWN WORDS

• The concept of JUXTAPOSITION
• The different points of view
  • FIRST PERSON
  • SECOND PERSON
  • THIRD PERSON
    • Objective
    • Limited
    • Omniscient

Use your chrome books to research these and fill out the appropriate columns on your literary terms chart. (Quiz Monday).

You also should be able to understand the key events of John Steinbeck’s early life. He wrote OF MICE AND MEN , which we’ll be reading starting Monday. We’re going to use the second part of today for you to learn about him (one of the curriculum standards for Eng. 10 is to be able to understand how an author’s background influences their work). We’re also going to use today to work on our research skills (remember–end of the year we have a research paper, so this is preparing you for the ultimate task of the semester.).

ACTIVITIES

1. Complete the required tasks on the Literary Terms sheet (extras on table under screen)
2. Compile a 7-slide Google Slides presentation on John Steinbeck
   1. Page 1: MLA Title slide with photo of Steinbeck (get a young man photo, not an old man). NOTHING ON YOUR SLIDESHOW SHOULD BE INFORMATION FROM AFTER HE PUBLISHED OF MICE AND MEN in 1937
   2. SLIDES 2-6: Should each detail an important part of Steinbeck’s background–things that might have influenced him. Note–you don’t necessarily have to have what another writer once called “all that David Copperfield crap.” It might not matter when his parents were born or what they did before they had him etc.–this isn’t about just choosing random information. It’s about reading, learning, deciding what’s actually important and throwing out the junk.
   3. SLIDE 7: MLA BIBLIOGRAPHY page with at least three sources (just like a works cited but you include what you’ve researched, not just what you’ve cited in the work).

LEARNING TARGETS:  

1. Be able to explain, in your own words, each of the three types of IRONY
   1. SITUATIONAL
   2. DRAMATIC
   3. VERBAL
2. Be able to explain the concept of JUXTAPOSITION (TIME PERMITTING)
   1. JUXTAPOSITION PRESENTATION

IN CLASS

• Monday: Intro to second semester, pass out Literary Term sheets for second semester.
• Brief lecture:  Irony.
• EXAMPLES OF IRONY
  • • The TWILIGHT ZONE episode “Time Enough At Last”
    • The Short Story: THE STORY OF AN HOUR

Learning targets:  as a result of this week’s lesson you will be able to

1. Read and interpret fiction and non-fiction texts
2. Identify and Analyze themes in texts
3. Give evidence to support your own ideas
4. Cite evidence using MLA Style

 

READ THE ARTICLES AND ANSWER THE QUESTIONS (assigments posted to classroom)

1. THE STORY OF AN HOUR (KATE CHOPIN)
2. WHAT IS YOUR OWN BIG PLAN (Barack Obama)

 

LITERARY TERMS PRESENTATION

Here’s all you need to do for this week:

1.  READ THIS DOCUMENT
2. COMPLETE THIS QUICK SURVEY

Hi gang–just a quick update.

Your English 10 teachers have been working on a unified plan for the rest of the semester.  We’ve got the broad details worked out.  We’re just tweaking the small details before we roll it out for you.  Look for details on WEDNESDAY, APRIL 15

Here’s the broad strokes:

• Starting next Monday you’ll have a weekly assignment worth 10 points.  These will all go in the 20 percent category of your grade (what used to be “EXAM” will now be called “REMOTE LEARNING.”
• Your work from before spring break will go into the 80 percent category (semester grade).  If you have not turned in your OF MICE AND MEN OR GATSBY PAPERS, THEY WILL BE ENTERED AS A Z–which means not turned in but can still be made up.

Look for more on Wednesday.

 

Hope you are all doing well.

GOAL FOR THE WEEK:  Finish Final Draft of Gatsby.  I’ll be getting roughs back to you today.

 

Here is the rubric  https://docs.google.com/document/d/1A_OdxPCfDdooZ69cnnvV0tlfaM63HdO9ePCEOHXiUjc/edit?usp=sharing

Hi gang!

Just a couple of quick things today.

1.  I got through all of the essay outlines that were turned in.  If you’ve gotten feedback, you’re free to get going on rough drafts–use the sample essay below as a guide.
2. If you did the outline, you got it returned with 10/10 as a grade.  That doesn’t mean what you turned in was perfect or that you should expect an A on the essay–these homework grades are 10 if you didn’t , no grade if you didn’t for now.  Look at the FEEDBACK I left you.  That’s the important thing.
3. Make sure you check back in with that Master Presentation (the one where I was putting our lecture notes.  I added a bunch to that last week and there are lots of hints/clues for the essay embedded within–I think the quote analysis stuff I added for Ch. 8 and 9 is especially important.

I keep checking email and classroom every 2-3 hours all day long so if there are any stragglers, I’ll get to them and if you have questions, you should get answers before too long.

 

Here’s a sample essay you can use as a guide.

 

Had we been in class we’d have spent a full day this week really deeply revisiting and workshopping Of Mice and Men paper and looking at the strengths and weaknesses from the batch you turned in and how to make the Gatsby batch better.  Here’s a sample “near perfect” essay I cobbled together from multiple student papers a couple of years ago.

ONE THING TO NOTICE–the paper doesn’t quote huge, long chunks of text.  Rather, it uses short examples to support the original thoughts of the authors.  (I once had a college professor tell me, if you’re quoting much more than 10 words in a chunk, you’re doing this wrong).  The big thing I’m looking for is your thoughts–and how well you can use the text to support them.  Just remember, whether it is this paper or any other you write for an English class (or other classes) you can’t separate the writing of the paper from your reading of the book–if you’ve read with depth, taken good notes and thought as you’ve gone through it, you should be in a strong position to say something unique and intelligent here.  Don’t overthink it.

 

Hi Gang!!  Hope you’re all doing well.  (Or at least better than my sad attempt to grow a full on corona-beard.)

1. Here’s your essay prompts with tips
2. By Tuesday at 5 p.m. complete the thesis and outline assignment (will be posted to classroom on Friday).  I will return within 24 hours, with comment.
3. By Friday, 3/27, complete the rough draft.  I’ll return, with comments by Monday.

Hi Gang:  Hope you are doing OK.  Here are some tools for the next few days.

Here’s C.E.’s answers to the Chapter 8 and 9 questions.

Here’s the full list of essay prompts with hints and tips from CE

Here’s the master power point we were using in class–I’ve added stuff we would have discussed in class for ch. 8 and 9.

Here’s a link to a video from the GREAT BOOKS series about Gatsby.  It’s not the most immediately interesting thing–but a lot of great analysis that might help you understand the book better if you watch it.

YOUR NEXT ASSIGNMENT:  will be to turn in a thesis and outline for the Gatsby paper.  This will be due next Tuesday.  That will get you feedback before you write a draft.  Look for that assignment on classroom by Saturday.

 

THE TASKS THIS WEEK:  

1.  Finish the novel.
2.  Answer the questions on chapters 8 and 9 that are posted to classroom.
3. If you have questions you want me to answer, post them to the group doc I posted to classroom.
4. Pick a prompt to write for your paper.  Next week we’ll work through that
   1. Outline with Thesis due for approval by Tuesday (see classroom later in the week)
   2. Draft Due 3/27

If you were absent Friday, here’s the map and notes exercise we dis in class