December 21st/22nd

 BIG 8 LITERARY DEVICES: 

1. Plot- The sequence of events in a poem, play, novel, or short story. 

Analysis starting points: Why does the author order the events in this manner? What is the effect of the events in this order? What is the impact of an event in context to another event? 

2. Characterization- The manner in which the author creates the character. (Characters are vehicles for the author's purpose)

Analysis starting points: How do elements of direct characterization and indirect characterization work to create the character? How is this character being used in this text? Why does the author create the character in this manner? How do we learn more about the tone, theme, historical context through this character? 

3. Setting- The location, time or period, and general environment of the work. 

Analysis starting points: What further information does the setting provide to support the meaning of the text? How does the setting impact the mood of the text or scene? How does the events of the plot interact with the setting? Supportive? Paradoxical? 

4. Theme- The central idea or ideas that the writer explores through a text. (The thematic issue is the central concept. The thematic STATEMENT is the message that the author makes about that issue)

Analysis starting points: What makes this issue universal? How is it developed in this text in contrast to other texts? How do motifs, tone, characterization, plot, symbolism, etc. all work to support and promote this thematic statement by the author? 

5. Tone- The writers attitude toward the subject. 

Analysis starting points: How does the author use diction, syntax, rhythm, repetition to develop or support a tone. How does the tone change in specific places and what is the goal of the author? How does tone support the thematic statement? 

6. Conflict- The struggle that grows out of interplay between two opposing forces. (Conflict- internal or external. This is how an author often 'shows, not tells' their message of their text. 

Analysis starting points: How does the conflict enhance the ultimate learning or message that a text is supplying? How does internal conflict often manifest itself? What can we learn from this? How does it contribute to other devices such as setting, characterization, tone, mood? How does external conflict supply information about internal matters? 

7. Point-of-View- The way that the story is narrated. (All of the 1st, 3rd- L and O) 

Analysis starting points: What is significant about the way that the author chooses to tell this story? How is the POV supportive of the story told? How would the story be different if it was from a different POV. Are the narrator(s) reliable or unreliable? Why? What does this tell us? How does the POV impact characterization (direct and indirect)? 

8. Style- the individual way in which a writer has used language to express his/her ideas. 

Analysis starting points: What is the impact of the diction choices? How would we describe the author's artistic choices and how do they work to support the purpose of the text? How can you tell that this is ______ (insert author). What is their signature style? How is it effective? 

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1. Review Big 8 Fiction Elements. Get definitions and questions in your notes. Use to guide your choices in your summative writing. 

2. Questions about Unit 2 Summative.  Due by the end of Tuesday, December 22nd. 

Thursday/Friday, December 17th/18th

1. Noredink.com review. Embedding evidence. 

Embedding Quotations in Writing 

2. Practice integrating quotes practice quiz- Small groups. 

3.  Dystopian Fiction Writing- DUE- 11:59 on Monday, December 21st. 

Dystopian Fiction- Theme Pastiche Assignment

To get you thinking: 

- Privacy linked to conflict  -Characters experiencing lack of privacy (effect)  -Issues of privacy establishing mood of a text   -Privacy and influence on setting  -Privacy and conditioning   -Privacy and human experience (Birth, relationships, death) 

Creative Writing Resources: Review for the element you select. 

Writing Dialogue- Fiction 

How to Develop a Fictional Character

Writing Point of View Reminders

How to Write Setting- Fiction

Writing Conflict in Fiction

Tone in Literature

4. Brave New World Quiz

Don't forget: NOREDINK is due by Sunday, December 20th. 

Monday/Tuesday, December 14th/15th

Reminders: Academic honesty.  

1. Noredink.com- Parallel Structure and Embedding textual evidence. Complete exercises by the end of Sunday, December 19th. 

Parallelism: also known as parallel structure or parallel construction, is a balance within one or more sentences of similar phrases or clauses that have the same grammatical structure.   

2. Theme: The universal issue that is explored in a text. 

Thematic issue: Universal concept.   We are going to examine one specifically: Privacy 

Thematic Statement: The message the author is making about the issue. 

Assignment: 

FIRST- 

* Select and watch TWO Ted Talks on the thematic issue of privacy. 

* Watch and take notes. Clearly label each Ted Talk. Consider the content you are learning about, as well as how this connects to Brave New World. You will be uploading your handwritten notes (image) to Schoology. 

Ted Talk Choice: (Select 2 of 3). 

Why Privacy Matters- Ted Talk

The Ethics of Collecting Data- Ted Talk

Tracking Online Trackers- Ted Talk

SECOND- 

* Find one passage in Brave New World that addresses the thematic issue of PRIVACY. Remember, Huxley may not implicitly state anything about privacy.. he may be demonstrating the issue and through the plot be presenting a message.  (Assignment is in Schoology) 

* Take a picture of the passage. Annotate the image (upload to a Google Doc, Draw, Kami). Mark ideas about Huxley's writing. His message about privacy. Thoughts about HOW Huxley presents these ideas to the reader. (See further questions on the Schoology assignment) Clearly state Huxley's THEMATIC STATEMENT at the top of the page. 

Thursday/Friday, December 10th/11th

 Reminders: 

1. Point of View and Perspective video responses are due to Schoology by the end of the day on Friday, December 11th. 

2. NoRedInk assignment #2 (semicolons, colons, and modifiers) is due by the end of the day on Sunday, December 13th.  This assignment will not be available after this time. 

3. READING SCHEDULE: You should be somewhere near chapters 15-17 by Monday, December 14th. Finishing the book by classes on Thursday 12/17 and Friday 12/18. You will have a plot quiz on this date. This quiz will also have some literary devices, allusions, etc. 

Class today: 

1. Colon/Semicolon Review: 

A colon is a big flashing arrow. When a colon appears in a sentence, it usually gives the silent impression of “as follows,” “which is/are,” or “thus.”

A semicolon joins two independent clauses to signal a close connection between them.

2. Watch: "For the Love of Literature"- TedTalk Love of Literature- TedX Youth

3. Schoology response: Discussion board. (Due by the end of 12/11) 

As we get wrapped up in the analysis of a text, we often forget or lose the beauty of the art of literature. 

For example, a few of my favorite lines are: 

“But I don’t want comfort. I want God, I want poetry, I want real danger, I want freedom, I want goodness. I want sin.” -John

"In the excitement of meeting a man who had read Shakespeare he had momentarily forgotten everything else." - John

So, with the time I am providing you to read today, I would like you to find 2-3 lines from BNW that you would either say are your favorite... or that you find the most intriguing.. or that you find are highly literary... 

With each quote.. provide an explanation about why this particular quote stood out to you.. and what makes it ART in your opinion 

Virtual Monday/Tuesday, December 7th/8th

1. Noredink.com assignment: Semicolons, colons, and modifiers (Due by Sunday, December 13th) 

A modifier is a word, phrase, or clause that modifies—that is, gives information about—another word in the same sentence. A modifier is so called because it is said to modify another element in the structure, on which it is dependent. Typically the modifier can be removed without affecting the grammar of the sentence. 

A modifier changes, clarifies, qualifies, or limits a particular word in a sentence in order to add emphasis, explanation, or detail. Modifiers tend to be descriptive words, such as adjectives and adverbs. 

** Can make writing more descriptive and informational. 
*** Misplaced modifiers make writing confusing. 

On her way home, DIY Influencer Sirabi Instagramed a gold man's watch. 

2. Review Characterization- Direct and Indirect Characterization

3. Small group discussion of characterization charts. Emphasize evidence from text. 

4. Point of View v. Perspective: 

Point of view- The format of the narration. 1st, 3rd L, 3rd O  

Point of view focuses on WHO.  Who is telling the story? Who is telling the details?  Who is speaking?

Perspective- HOW a character/author feels about a situation. HOW THEY SEE IT. Perspective can be strengthened by the author’s choice for the narrator’s point of view, but the two are separate literary concepts. Perspective can be shaped by a person’s culture, heritage, physical traits, and personal experiences. Perspective can express a different approach to a well-known event or issue, and provides an opportunity for readers to see things in a new way. 

While point of view focuses on the who of a story, perspective focuses on the how.... and all of this is supportive of the PURPOSE- the why? 

HOMEWORK FOR THURSDAY/FRIDAY: 

• Post-class reflection. Indirect characterization. 
• Keep reading Brave New World. 
• In your notes, identify the point of view of BNW. Find specific examples of where this POV is obviously represented. With your notes, include your thoughts on why this choice of POV is a significant choice for the telling of this specific story. 
• In your notes, record whose perspective is being represented in BNW. How does this perspective enhance our understanding of the plot? Huxley's purpose? Why is this perspective important? 
• Complete the Schoology assignment on POV/Perspective. (Due by the end of the day on Friday, December 11th) 
• Don't forget the Noredink.com

Virtual Thursday/Friday, December 3rd/4th

1. Don't forget NoRedInk.com assignment. Due by the end of the day on Sunday, December 6th. 

2. Small group discussion- Dystopian Fiction Genre

3. Characterization: 

Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization. 

Direct Characterization:  tells the audience what the personality of the character is. 

    Example: “The patient boy and quiet girl were both well mannered and did not disobey 

                     their mother.” 

    Explanation: The author is directly telling the audience the personality of these two children. 
                          The boy is “patient” and the girl is “quiet.” 

Indirect Characterization:  shows things that reveal the personality of a character. There are five different methods of indirect characterization: 

Homework: 

1. Post-class discussion (Schoology) 

2. Continue reading BNW. Be through Chapter 12 by Monday/Tuesday. 

3. Complete the BNW characterization chart for Monday/Tuesday's class: BNW Characterization Chart. Make a copy and upload completed version to Schoology by the end of Sunday, December 6th. 

Virtual Monday/Tuesday, November 30th/December 1st

1. Small group discussions of chapters 1-5(ish) Brave New World. 

• Beginning on page 34, Huxley juxtaposes scenes between the Director and his students with scenes between Henry Foster and Bernard Marx and scenes of a discussion between Fanny and Lenina Crowne. What is happening in each of these three vignettes? What effect does the juxtaposition of the scenes create? (pages 47-49 REALLY demonstrate this). 
• In chapter 2, explain how Huxley develops the motif of Henry Ford as a God figure. 
• In chapter 3, explain the allegory that the Director makes using water under pressure in a pipe. How does it illustrate the danger of monogamy or other exclusive relationships? According to the Director, why does promiscuity lead to stability? 
• In chapter 5, Huxley uses alliteration to describe Lenina’s childhood discovery of the hypnopædia devices. Examine the structure of this passage. What makes Huxley’s use of language especially effective? How does hypnopædia help condition people to be happy? What details suggest that it is not completely effective? 
• Why doesn’t the Director approve of Bernard traveling to the Savage Reservation? What happened to him when he visited the reservation in his youth? 

TERMS TO KNOW: 

Juxtaposition: the placement of two or more things side by side, often in order to bring out their differences.

Motif: a repeated element that has symbolic significance to a literary work. Sometimes, a motif is a recurring image. Other times, it’s a repeated word, phrase, or topic expressed in language. A motif can be a recurring situation or action.

Allegory:  a symbolic fictional narrative that conveys a meaning not explicitly set forth in the narrative. 

Alliteration: a literary technique when two or more words are linked that share the same first consonant sound

2. Dystopian Genre review- Definition. Characteristics

Dystopia: A futuristic, imagined universe in which oppressive societal control and
the illusion of a perfect society are maintained through corporate, bureaucratic,
technological, moral, or totalitarian control. Dystopias, through an exaggerated
worst-case scenario, make a criticism about a current trend, societal norm, or
political system.

Characteristics of a Dystopian Society

• Propaganda is used to control the citizens of society.

• Information, independent thought, and freedom are restricted.

• A figurehead or concept is worshipped by the citizens of the society.

• Citizens are perceived to be under constant surveillance.

• Citizens have a fear of the outside world.

• Citizens live in a dehumanized state.

• The natural world is banished and distrusted.

• Citizens conform to uniform expectations. Individuality

3. Complete the Dystopian Fiction Chart- Dystopian Fiction- BNW Chart.  Complete by class on Thursday/Friday.  This will be the focus of discussion in class. 

4. noredink.com. Commas, C/S, Fragments, Complex Sentence Punctuation practice. (Links in Schoology folder).  Have assignment completed by Sunday, December 6th (11:59 pm). 

5. POST-CLASS DISCUSSION- Schoology. Complete by the end of the day you have class. Will lock by end of the day. 

Brave New World Reading Schedule: 

Chapters 7-8: Wednesday, December 3rd

Chapters 9-12:  Monday, December 7th

Chapters 13-16: Friday, December 11th

Chapters 17-Finish the book: Wednesday, December 16th 

Tuesday, November 17th and Friday, November 20th

 Remember: Write a thank you to the awesome people who purchased the book, March. The discussion post is located in this week's Schoology folder. 

1. Small group discussion of anticipation questions. 

- Discuss 6 questions from the anticipation guide. 
- When done, post the most-interesting discussion points or personal thoughs from questions in Schoology.

2. Read Brave New World. Try to be through chapter 3 by the end of Friday(ish). JUST. KEEP. READING. 

3. Don't forget to complete the EdPuzzle after Chapter 1 AND review over Quizlet for Chapter 1 and 2. 

FOR HELP DURING VIRTUAL SCHEDULE: VIRTUAL SCHEDULE ORGANIZER

Reasons why a schedule shift will be OK for 

Mrs. Schulenberg-Cole's kids:

1. They are open-minded and flexible. 

2. They are smart, mature learners and will seek out education in new formats. 

3. They know that Mrs. Schulenberg-Cole has their back. Learning will continue, clearly communicated and supported. 

4. They know the expectations of the class. We have already covered writing, reading, discussion, and thinking expectations. 

5. They have goals for their futures and are able to connect the learning in class to supportive of these goals. 

6. They CAN self-motivate. Just because it is tough and or new does not mean that they cannot do it succcessfully. 

7. They can come to Mrs. Schulenberg-Cole with questions about the material, time managment, or stressors that they may be encountering. 

8. They know it is temporary. They know that their smart decisions will help them get to a normal school setting. They will wash their hands, keep their distance from groups, and know how their positive community actions will positively impact them personally. 

9. They trust that Mrs. Schulenberg-Cole will balance forward movement through the material with an acute awareness of the adjustment period for students. 

10. BECAUSE THEY ARE THE BEST KIDS IN THE SCHOOL! 💓

Monday, November 16th and Thursday, November 18th

 We are getting started with Aldous Huxley's Brave New World today.

1. Dystopian Genre notes: Dystopian Genre

2. Reading, annotating, and notetaking expectations

• Actually read. 
• Annotate major plot events in the book. Post-its. (Timeline these in your notes)
• Turn annotations into structured notes on topics. 
• Track characters and characterization of these characters
• Keep track of evidence of how the genre (dystopian fiction) is being utilized by Huxley. This will include the technological and governmental practices of this society. Start thinking about HOW Huxley is presenting these and what is his message in the manner he presents ideas. 
• Start tracking thematic issues and motifs (Large universal issues and repeated patterns). Some examples: Privacy, government, conformity, technology, morality, family, happiness 
• Note Huxley's writing style, author choices, and the effects of these on the meaning. 
• How does Huxley juxtapose societal norms (1932) against the norms established in London 632 (AF) or 2540 CE? 
• What functions as warnings for the reader? Society? 

3. This book is outstanding!! In order to dive in with the right mindset we need to consider our current mindset. Therefore, read through the following questions; think about where you stand on the issue presented; then explain why and how you think about the issue.

How do I think? Questions- BNW Anticipation Questions 
*We will be discussing these tomorrow in class. 

4. After you have finished Chapters 1 and 2- Review the following BNW Quizlet: BNW Chapter 1 and 2 Quizlet

5. Take the Chapter 1 Edpuzzle by Wednesday, November 18th. (Group A) and Sunday, November 22nd (Group B) 

Brave New World Reading Schedule: 

Chapters 1-3:  Wednesday, November 18th (A)/  Friday, November 20th (B)

Chapters 4- 6:  Monday, November 23rd (A)/ Tuesday, November 24th (kinda) (B) 

Chapters 7-8: Tuesday, December 1st (A)/  Friday, December 4th (B) 

Chapters 9-12:  Monday, December 7th (A)/ Thursday, December 10th (B)   

Chapters 13-16: Friday, December 11th (A)/  Tuesday, December 15th (B)  

Chapters 17-Finish the book: Monday, December 14th (A)/  Thursday, December 17th (B)

BNW Check out

Monday, November 9th -Sunday, November 15th

Agenda for this week- English 11 Honors

BNW: Check out Brave New World. BNW Book Check Out

Monday, 11/9- 

Group A: Watch TedTalk- Conformity and Bias
Start on work in "November 9th and 10th class. PSA Summative" folder in Schoology

Group B: Start on work in  "Online Classwork 11/9-11/10" folder in Schoology

Tuesday, 11/10- 

Group A: Continue work from "November 9th and 10th class. PSA Brainstorm chart is due to Schoology. (ASSIGNMENT DUE)

Group B: Continue work from  "Online Classwork 11/9-11/10" folder in Schoology

Wednesday, 11/11- 

Group A: PSA Script Rough Draft is due to Schoology. (ASSIGNMENT DUE) 

Group B: Complete work from "Online Classwork 11/9-11/10" folder. 

Thursday, 11/12- 

Group A: Continue working on PSA Project. 

Group B: Start work from "November 12th and 13th" folder in Schoology

Friday, 11/13-  

Group A: PSA Storyboard Final Draft is due to Schoology (ASSIGNMENT DUE) 

Group B: PSA Brainstorm chart due to Schoology (ASSIGNMENT DUE) 

Sunday, 11/15- 

Group A: Final draft of PSA Script is due to Schoology (ASSIGNMENT DUE) 

Group B: PSA Script Rough Draft is due to Schoology. (ASSIGNMENT DUE) 

Tuesday, October 27th and Friday, October 30th

 Thematic Issue- the universal or central concept that is explored in a text. 

Thematic Statement- the message the author is making about the thematic issue. 

Process for determining the thematic statement. 

A. Thematic issue: Conformity/Anticonformity

B. What is the author saying about this issue? (Consider his/her tone) 

C.  Write out this statement as a general/universal message about life. Start off with "The author (name) believes. . . .  

- Cross out "The author believes"     

-What remains is a thematic statement. 

1. . In Schoology, you need to present John Lewis' thematic statement about conformity/anticonformity in March.  You will then need to provide three specific examples from the text (with citation) that would work for support of what you have identified as the thematic statement. 

2. March Modified Book Review. 

- Read the following book review of March. ARTICLE HERE:  NPR Book Review

- Select 4 lines from the review that you agree with or disagree with in your own assessment of March. 

- List the first line with citation. (Arlington).  Then explain this quote to how and why you feel the way you do about March.  (Repeat with following 3 lines) 

- Provide a works cited for both the NPR article and for March. 

Citing an Electronic Source- WC page    

Citing a Graphic Novel

___________________________________________________

Online Work for Thursday/Friday and Monday/Tuesday..  

1. PSA Notes: Read and take notes on the following . . . PSA Notes

2. Study of Public Service Announcements- Message and Techniques 

- Open handout. Follow directions and complete chart. Submit to Schoology. 

 PSA Chart 

Monday, October 26th and Thursday, October 29th

  1. Small group discussion/ mini-Socratic seminar. March Book One. 

• Remember small group norms. 
• Socratic discussion is question-prompted and text-based. 
• Take notes during discussion. 
• Goal is wide-knowledge base, not a "correct answer"

     When you are finished, you need to individually complete the reflection board in Schoology. 

A. Why do you think that John Lewis decided to tell his story through a graphic novel?

• What are the affordances and constraints of this genre?
• What kinds of design choices did the authors and artist have to make as they used this media to tell this story?
• How did you respond to this genre on a personal level?

B. What can we learn about social movements in general from this narrative, and about the African-American Civil Rights movement in particular?

•  Often times the Civil Rights movement is represented as a monolithic, unified force. How does this narrative conform to, or challenge, this depiction?
• What challenges do social movements face, both internally and externally?
• What resources and tactics can social movements employ to overcome these challenges?
• How did the tactics employed by various actors shift over time

C. Historical questions:  

• What choices did the authors make about when (and where) to begin and end this particular historical account, and also about which events to include? How might they have structured the narrative differently? 
• How does this account balance Lewis’ personal narrative with the larger historical narrative of the country?

D. Art and Design: 

• How is violence represented in the graphic novel, both directly and indirectly? Is it effective? Are there instances where it is too graphic, or too unrealistically depicted for your sensibility?
• Select a few panels to discuss and critique in-depth.

E. March as Rhetoric: 

• How does March function as a piece of rhetoric? 
• How does this style work to support Lewis, et al. goals for this book? 
• When is the message subtle? When is the message direct? Why is the message delivered in different ways? 
• How does this book speak to young adults? 

F. Connection to the present. 

• How does this book connect to the present? What specific parallels can be drawn?
• How can this book reveal insight to motivation of current civil rights movements? 

Tuesday/Friday, October 20th/23rd

 1. Listen- Morgan Freeman Read's John Lewis.  In your notes, jot down any initial impressions about what you hear in the writing. 

2. Read- The text of John Lewis' Final Words. "Together, You Can Help Redeem the Soul of Our Nation"

Annotate the following considering the writing and HOW this text functions as a piece of rhetoric: 

- What are the goals of the final words of Congressman Lewis?

- What examples of rhetorical devices are utilized in this writing? 

- How does the idea of kairos play into this piece? (When was it published? Context of the world? Why?)

- How does this work address conformity or anticonformity? 

- What other literary devices do you see at work? 

- What comparisons can you make to other texts we have read? 

- Considering STYLE... how do you know this is a John Lewis work? (beyond his name being on it?)

- What questions do you have?

3. THEN..  Read the following analysis by Roy Peter Clark. What I learned about writing from John Lewis

4. Return back to Lewis' writing. Add to your notes the things that you see Mr. Clark identify. This is a training exercise to help guide you to see MORE in the writing. 

5. Upload a picture of your annotations (both sides) to Schoology. I am expecting very little white space remaining. If you underline something.. you MUST attach a written comment with it. 

Put in the comment box a reflection summarizing what you discovered and realized about Congressman Lewis' writing. DUE to SCHOOLOGY. Group A- END OF THURSDAY, October 22nd. Group B- End of Monday, October 27th. 

REMEMBER- The Montgomery Story written analysis is due by the end of WEDNESDAY, OCTOBER 21st- Group A. Sunday, October 26th for Group B. 

- I hold a Google Meet every Wednesday at 11:00 for English 11 Honors for extra help or questions about homework: LSC11H

_________________________________________________________

Online work for Thursday/Friday (Group A) and Monday/Tuesday (Group B). 

1. Finish all of March. 

2. Complete rhetoric in March one-pager.  (Submit to Schoology) 

March as Rhetoric- One Pager Assignment (Due by end of Sunday, October 24th- Group A. Wednesday, October 28th for Group B) 

Monday/Thursday, October 20th/22nd

 Small Group NORMS: Small Group Norms Link

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 1. Small group discussion- Rhetoric in advertising. Rhetorical techniques. Then, The Montgomery Story 

- Discuss product commercials and use of rhetorical techniques. 

- Go through the 6 questions addressing The Montgomery Story. 

2.  Writing exercise. Due to Schoology by end of the day on Sunday, October 25th. 

3. Read the remaining pages of March by the end of Sunday. 

FYI- I want you to be aware that in the upcoming pages of March that the n-word will be used for the purpose of accurately characterizing historical dialogue. It is in this text solely to represent the violent environment that Lewis and countless men and women encountered during the Civil Rights Movement. This language will not be repeated in the classroom as we reference the text in discussion or in writing.  Language has incredible power to empower and subjugate. Learned communicators recognize and respect linguistic boundaries.

________________________________________

Writing Assignment- The Montgomery Story 

How do the rhetorical techniques in The Montgomery Story work to make the argument for anticonformity? 

Writing Requirements: 

- MLA heading and header.

- First bullet point the things you want to work on from your last piece of writing... improvements to make... goals for improvements on this piece. 

- Strong topic sentence. (P) (Answer to the question) 

- Identification of the 3 techniques of writing and explanation of what they are. 

- Specific reference to all three rhetorical techniques with specific examples from The Montgomery Story to use as support. (E)

- Clear explanation of HOW these techniques work for the goal of persuading readers to take up anticonformity. (E) 

- Effective transitions statements/linking phrases

- Clear illustration of your understanding of anticonformity (review its definition). 

- Proper citation (in-text) 

- MLA formatting of document. 

- Works Cited Page MLA Sample Works Cited Page

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Citation information for The Montgomery Story-  How to Cite a Comic Book/Graphic Novel

Written by Alfred Hassler and Benton Resnik.  Editor: Alfred Hassler  Illustrated by Sy Barry

Publisher: Fellowship of Reconciliation   Date: 1958 

Tuesday, October 13th and Friday, October 16th

  1. Review Quiz- Schoology

2. John Lewis Timeline- Create a timeline in your notes covering the major events that occur in the book from the Edmund Pettus Bridge to John Lewis meeting Jim Lawson. What events are you going to include? Why? How do they contribute to the story? Lewis? Keep in mind your timeline will move back and forth in time! How will you represent this? 

- Work independently on timeline.  - We will discuss in small groups towards the end of class. 

3. Upload a picture of your timeline in Schoology by the end of the day on Wednesday, Oct. 14th for Group A. Group B by Sunday, October 18th. 

3. Discussion of Rhetorical Techniques- Ethos, Pathos, Logos. 

______________________________________________________________________

Online Classwork for Thursday and Friday- October 15th and 16th (Group A).  Monday, October 19th and 20th (Group B) 

1. Read The Montgomery Story (Video is in Schoology folder). 

Take notes on the following questions with specific evidence: 

• How does The Montgomery Story function as a piece of persuasive rhetoric? 
• What are the goals of this text? 
• How are the elements of rhetoric demonstrated in The Montgomery Story? 
• How did this piece of rhetoric influence John Lewis? 
• What similarities do you see in HOW The Montgomery Story presents its message with the manner in which March presents its message? 
• How does The Montgomery Story address issues of conformity and anticonformity? 

2.  Making sure that each section of your notes are clearly labeled. Take pictures of your notes and upload them to the Schoology assignment. 

3.  We will next work on identifying rhetorical devices in the most persuasive of mediums, advertising. Examining rhetoric in this format is the best way to become very comfortable with these techniques quickly. 

Get the following definition down in your notes- 

Public service announcement (PSA) is a message in the public interest disseminated without charge, with the objective of raising awareness of, and changing public attitudes and behavior towards, a social issue

THEN- Watch and take notes on the following video on Rhetorical techniques in advertising- 

Rhetoric in Advertising    This will help you with your next assignment. 

4. Do the Rhetoric and Advertising assignment on Schoology. You will be selecting two competing companies for the same service or product. Find two commercial videos on Youtube to evaluate. You will evaluate HOW they use rhetorical techniques to promote their product. 

Persuasive Techniques in Advertising. 

- open document. Make copy of the chart for yourself to fill out. Upload the chart to Schoology when done. 

Monday/Thursday, October 12th/15th

  Reminders: 

• As we are moving to a more "normal" routine, assignments need to be submitted on time in the correct location. You are provided enough time to complete assignments with support. If there is difficulty with assignments, you will need to contact me before the due time. Assignments in Schoology will be locked at due time. 

1. Writing reflection- Schoology. 

2. Rhetoric- the way that authors use and manipulate language in order to persuade an audience. 

• Logos 
• Pathos
• Ethos 
• Kairos 

Read and take notes over Rhetorical Techniques- Rhetorical Techniques- Notes

3.  After you have taken notes, complete the EdPuzzle on Rhetoric- Links are in Schoology Folder. 

4. Mid-term Quiz- Tuesday/Friday.  

- A mid-term review is found in this week's folder. Some topics covered: Conformity/Anti-conformity, studied textual devices, Costa's Level of Thinking, some graphic novel terms, March plot, handful of allusions, general rhetoric. 

- The goal for this quiz is to have you review your notes and make sure that the material is solidly planted. Quiz material should be obvious from your notes. It will be matching, fill-in, and multiple choice. 

Tuesday, October 6th AND Friday, October 9th

  1.  Historical Context and Allusions in March.  

• Review terms
• Review major events, people 

2. Small group discussion(ish)-  We are trying new things, people. 

• Small Groups Lists
  
• Open my Jamboard in Schoology. 1 person in group MAKE A COPY
• That one person post that board in the Schoology discussion board- make sure settings are set to "anyone with the link." 
• The rest of that group opens that link
• This digital discussion needs to be as INTERACTIVE as possible. As you point out ideas or findings... build off of each other.  Supply evidence. Reflections OF evidence. 
• Each individual group members need to post the link to their group's Jamboard in the Schoology discussion board by the end of class. 

Expectations for this activity: 

• Provide plenty of solid textual evidence with citation. 
• Discuss the relevance OF that evidence. 
• Build off of each other's ideas and evidence. 
• Post questions to each other concerning historical context and allusions in March. 
• INTERACTIVE. ANALYTICAL. SPECIFIC 

____________________________________________________________________________

ONLINE WORK DAYS ASSIGNMENTS- Thursday/Friday (Group A) and Monday/Tuesday (Group B) 

1. Read next section of March. (Located in Schoology) 

2. Take findings/evidence from small group discussion and put into your notes. 

3. Analytical writing practice- Respond to the following prompt. 

How does having an awareness of historical context enhance the meaning of a text? 

FIRST- Restate the question and answer the question. This will function as your topic sentence. This will be the first sentence of your writing (or the "P"). We are then going to be carefully working on writing analytically with integrating evidence correctly/effectively/smoothly. 

SECOND- You will need to integrate a minimum of THREE historical references to support your answer. You will need to integrate direct quotes as support for your point. Consider the I.C.E. method to blend in here. Introduce. Cite. Explain. Make sure they are integrated correctly: 

• What to Quote and How Link
  
• 4 ways to integrate a quote
  
• Introducing Evidence Phrases
  

THIRD- Link phrases/transitions- You can use the ones below in the green boxes.. except the ones with first person. "I know" "I chose". 

• Transition Words

FOURTH- Add a concluding statement to wrap up what was discussed. 

Submit to Schoology by the end of the school day on Friday, October 9th (Group A) and Tuesday, October 13th for Group B. 

Monday, October 5th AND Wednesday, October 8th

 

1. Class Protocols- 

• Week In-Class Tutorial to Mrs. Schulenberg-Cole 

2. Literary Device Review: 

• TEXT- Anything and everything. (You are here to read text... and well) 
• Thematic Issue- the universal or central concept that is explored in a text
• Thematic Statement- the message the author is making about the thematic issue.
• Motif- a distinctive recurring feature or dominant idea that has symbolic value in an artistic or literary composition.

3. John Lewis' Biography: Congressman John Lewis' Biography

• Historical Context- The influence of a time period on an author and their text. 
• Allusion- Brief or indirect reference to a person, place, thing, or idea of cultural, literary, or political significance. 

In your notes, please provide information about these significant places, events, people, things, etc. 

• Edmund Pettus Bridge
• Selma, Alabama 1965
• Montgomery Bus Boycott 
• Brown v. Board of Education 
• Jim Crow Laws
• SNCC
• SCLC
• "We Shall Overcome" 
• Gandhi and Civil Disobedience
• Thurgood Marshall 
• Jim Lawson 
• Andrew Young
• Ralph Abernathy 
• Emmett Till 
• Freedom Rides
• March on Washington 1963
• Voting Rights Act 1965
• January 20, 2009

Homework- Make sure you are caught up with reading March up through page 52. 

4. CLEAN. CLEAN. CLEAN. 

Thursday/Friday, October 1st and 2nd

 Remember... we are NOT meeting in virtual class on Thursday or Friday. 

1. Class Collaborative March Jamboard: 

• In today's Schoology folder, find the "Individual Class Hour Jamboards" folder. Open and find your class hour's link to the appropriate March Notes Jamboard.
• Take TWO of your ideas from your own Jamboard that reflect your BEST CRITICAL THINKING about March, so far.. copy and paste into a text box or sticky note on our collaborative class Jamboard. Please make sure you include your first and last name with each submission.  *These selections need to be your best work with demonstrating your understanding of the close and critical reading of March. Select carefully. Include citations, etc. 

If you need to move to the next page on the Jamboard, please do so. 

Have your submissions posted by the end of the day on FRIDAY, OCTOBER 2nd (or Sunday, October 4th... I'm flexible on this) 

2. Read and take notes over PART 2 of March for Monday (A-K) or Thursday (L-Z). The reading is located in the Schoology folder for THIS WEEK.  

FYI- I want you to be aware that in the upcoming pages of March that the n-word will be used for the purpose of accurately characterizing historical dialogue. It is in this text solely to represent the violent environment that Lewis and countless men and women encountered during the Civil Rights Movement. This language will not be repeated in the classroom as we reference the text in discussion or in writing.  Language has incredible power to empower and subjugate. Learned communicators recognize and respect linguistic boundaries.

Questions to consider when reading this section: 

• Other than a part of John Lewis' childhood, what literary role do you think that the chickens serve in this book? 
• How did school play a major role in John Lewis' involvement in the Civil Rights Movement? 
• What would conformity look like in John Lewis' childhood environment? 
• What role did Lewis' trip North play in developing his ideas of anticonformity? (Remember.. look to the systems of conformity and then the purposeful rejection of these systems)
• How does the setting of this book emphasize the text's meaning? How can we draw meaning from the different locations that are featured in this book in context to what happens IN those locations? 
• When Lewis returned from New York, what has changed? 
• Continue utilizing the graphic novel terms to uncover further meaning. 
• What did we see in the first section of reading that has been built upon in this reading section? Do you see patterns emerging? Causes and effects? 

HYBRID NEWS:

I look very much forward to seeing you all next week. Please bring your MASKS and class notes with you. I am located in the Lovely Learning Villa #1093. It is the first Villa. First door. 

Classes will be provided "online learning" AFTER face-to-face class. Therefore, for this initial starting week, my L-Z students will not have work from me on the Monday/Tuesday (10/5, 10/6) online work days for this first week, only, since I won't see this group until later that week. 

Of course, I will be available for questions and help, but remember that I will be teaching all day, so there will be a delay in these responses. 

Monday/Tuesday, September 28th/29th

 1. Critical analysis of March - 

Visual Reflection of Critical Reading Assignment

Open up Google Jamboard (found in 9 dots up by your picture in right-hand corner and create new board bottom right corner + )

The following requirements need to be represented on your Jamboard: 

1. 3 specific examples from March that demonstrate the thematic issue of conformity. Think of the definition. Provide the example with citation (Lewis et al. 4) and explain how it represents the idea of conformity. 
2. 3 specific examples from March that demonstrate the thematic issue of anticonformity. Think of the definition. Provide the example with citation (Lewis et al. 4) and explain how it represents the idea of anticonformity. 
3. 3 graphic novel terms, their definition, and an explanation of how they are being utilized in March... This is beyond the fact that they exist. I am asking you to examine how they are supportive of the text's goals.. purpose. 
4. 2 other literary devices at work in the opening pages of March. You select the device. Identify it. Define it. Explain how you are seeing it being utilized in the text. 
5. Reflection of how you feel time is being used in the opening pages of March. What is powerful or effective about its manipulation? Why do you think it is being presented in this manner?
6. Your name and class hour. 

Upload the link to your Jamboard to Schoology by Thursday/Friday before your slated class time. 

2. Watch the video: Comic Book Biography of John Lewis Video. Take notes. 

And if you are interested... 

Congressman John Lewis Cosplay at ComicCon article

Thursday/Friday, September 24th/25th

 1. Review Costa's Level Questions- 

- What are the goals of Costa's Levels? 

- How does it apply to this class? 

2. Discussion on Asch and Milgrim experiments. 

3. "Boldly You" TedTalk 

4. Anticonformity (counterconformity): refers to when an individual consciously and deliberately challenges the position or actions of the group. Anticonformity is not merely the absence of conformity. Individuals who display anticonformity behaviours are internally motivated to disrupt the balance of the group.

5. March: Book 1- John Lewis  Read and take notes. March- Book 1 (24 pages)

March: Book One begins the trilogy of Representative John Lewis’s graphic novel memoire, co-written with his aide Andrew Aydin and illustrated by Nate Powell. It is a critically acclaimed best-seller that received the 2013 Coretta Scott King Honor Book Award by the American Library Association and has been named one of the best books of 2013 by USA Today, The Washington Post, Publishers Weekly, Library Journal, School Library Journal, Kirkus Reviews, The Horn Book, ComicsAlliance, and others.

Graphic Novel: a single narrative told through pictures and words. Graphic Novels feature the same key components of a traditional novel: they are full-length (over 100 pages), follow a common narrative thread, and are meant to be read as a single story (or story within a finite series).

Graphic Novel Terms

Things to consider in the first pages of March:  (These are to go into notes... ) 

• How is time being treated in the novel? Consider the effects of where the book starts and how it moves through time.
• On page 1, we see people walking on the Edmund Pettus Bridge and the first words we read are: “Can you swim?” Discuss why these are actually very powerful words to begin with. 
• How do you see the tension between conformity and anticonformity work in this book? How do these ideas present themselves in the book- look beyond just the "results" of these ideas.. look to motivation behind results/actions. 
• Consider characterization of Lewis. Characterization is the manner in which the author develops a character. How are Lewis' actions in the means of conformity/anticonformity part of his indirect characterization? (Meaning what we can learn about him through how he conforms/does not). 
• What are the effects of the choices of employing the graphic novel structure/style? How does this manner in telling this story affect its reception? 

6. Post-Class reflection- SCHOOLOGY. Due by the end of Friday, September 25th.  

Monday/Tuesday, September 21st/22nd

Remember- No face-to-face class today. 

1. Please watch and take notes on the first two psychological experiments. These two famous experiments are to be considered as texts in which we are evaluating the application of the foundational ideas we have learned about conformity. Be aware... these two experiments obviously are displays of these concepts. We are practicing our application of the foundational ideas with these psychological experiments. We are practicing the skill of reading a text (the video) with a critical eye. We will be moving on to literary texts very soon where these ideas are less concrete. 

As you are watching, consider the 4 manifestations of conformity, plus the 2 major reasons for conformity.  

- Asch Conformity Studies

- Milgrim Experiment 

ASSIGNMENT: Write TWO Costa's questions- either Level 2 or 3 addressing the Asch and/or Milgrim experiments. Post to the discussion board on SCHOOLOGY. After you have posted your two questions, you will need to respond to TWO classmates' questions. 

Have your questions posted by the end of the day on Monday/Tuesday (depending on your class date). Respond to your classmates' question by 8:00 AM on Thursday, September 24th 

2. Next, as we solidify our comprehension of the psychological power of conformity, we will be considering the difficulty of working against this power. 

Anticonformity (counterconformity): refers to when an individual consciously and deliberately challenges the position or actions of the group. Anticonformity is not merely the absence of conformity. Individuals who display anticonformity behaviours are internally motivated to disrupt the balance of the group.

Again, consider that purposeful challenging of the actions of the group. Whereas conformity can be an unconscious action, counterconformity is a deliberate act.  

Watch the following TedTalk thinking about the pros and cons of the psychological act of conformity. Take notes on the possible application of both sides of conformity and possible effects. 

Be Boldly You- The Harms and Benefits of Conformity

3. You need to go through the LMC's tutorial on plagiarism- Found in Schoology folder. 

You will then take the quiz on SCHOOLOGY. You must pass this quiz with 100%. You can take it as many times as necessary. You will receive either a 10 or 0 on this quiz. This needs to be done by the end of the day on SUNDAY, September 27th 

FYI- 

I am available for questions/meetings all day! Just let me know what you need!

Thursday/Friday, September 17th/18th

 1. Review- Definition of conformity

Conformity: is a type of social influence involving a change in belief or behavior in order to fit in with a group. This change is in response to real (involving the physical presence of others) or imagined(involving the pressure of social norms / expectations) group pressure.

4 Types of Conformity: Compliance, Internalization, Identification, Ingratiational 

2. Conformity continued:

       Reasons Why People Conform (Deutsch and Gerrard 1955): 

• Normative
• Informational

3. Discussion Board- Article Review (DUE by the end of day on SUNDAY, September 20th- Schoology)

In Schoology- Post an review of the article you read for class today. Things to include: 

• Works cited information. (Click here for OWL-MLA citation guide OWL- MLA Electronic Sources) 
• A brief summary of the article. 
• Application of ideas from first article we read-"What is Conformity?" 
• Your evaluation of the validity of this source. Include your reasoning. 

4. Costa's Level of Thinking questions- Costa's Level of Thinking Question Stems

• Read through the handout. 
• Applying to your article, write 2 questions PER level (3). You just need to write the question. You do not need to answer it. 
• Submit your 6 total questions to Schoology with the WC information from your article. 
• Due by the end of the day on Sunday, September 20th. 

5. Post-class reflection (inquiry edition): 

What do you feel is the most necessary type of conforming for societal structures to function? What do you think is the most detrimental type of conformity to the individual? Why? 

Discussion board expectations: 

1. Complete sentences with accurate punctuation, grammar, and spelling. 

2. Completely address each part of the prompt. 

3. Provide reasoning, examples, and explanation. 

4. Demonstrate that you can apply the studied content in a clear manner. 

FYI- WE WILL NOT have a face-to-face meet on Monday/Tuesday, September 21st/22nd. I will post on our class website on Monday morning for our class work for this day. I want to give you a bit of "off-camera" breathing room. You will have Monday-Thursday/Friday to complete the work. It will be clearly explained, and of course, I will be available for questions and help. 

Monday/Tuesday September 14/15th

 1. Review:

Motif, Thematic Issue, Thematic Statement

2. Conformity article-  Using your nonfiction reading strategies, you have read and annotated to establish some clarity and depth of knowledge on the thematic issue of conformity. 

Things to discuss: 

• Definition of conformity. Application of this idea. 
• Central idea of the reading. 
• Significant evidence that is presented. 
• Validity of sources used. 
• Connections to the reading. 

3. For Thursday/Friday- 

- Find a current, academically valid article on the psychological issue of conformity. Keep track of works cited information of the source. This article can be discussing conformity or nonconformity. It can also be addressing the application of these ideas. Use school databases to aid your search. 

- Read and annotate this article. Add pertinent information to your class notes. Be ready to discuss this material with class on Thursday/Friday. You will be the expert, so makes sure you are taking notes.

(FULL DISCLOSURE... these articles can be/will be accessed later as secondary support. Please consider this as you are selecting your reading/research. Also be aware of the foundation you are building with the content as you read/annotate/note take) 

4. Post-class Reflection on Schoology. 

Thursday, September 10th and Friday, September 11th

OUR SCHEDULE

Reminder: "Teaching Me . . . Teaching Others" Flipgrid response is due by Sunday, September 13th 11:59 PM. 

Class Meeting today: 

1. Virtual Class Norms: Attention. = learning.  Photo/Film. Block day protocol. Purposeful attendance. 

2. Unit #1 Conformity.  What is the value of conformity or non-conformity. 

Motif- a distinctive recurring feature or dominant idea that has symbolic value in an artistic or literary composition.  Motif- video support

Thematic Issue- the universal or central concept that is explored in a text Theme- video support

Thematic Statement- the message the author is making about the thematic issue. Thematic Statement- video support

2. Read and annotate the following article: What is Conformity? 

Goals for this assignment: 

• Familiarize with the content of the thematic issue of conformity. 
• Refresh and enhance our nonfiction reading strategies.
• Refresh and enhance our annotation and note taking skills. 

You will annotate ON the PDF file. I have provided many guiding questions (below) to help you engage the reading, plus give you a start on what to annotate. You will upload your annotated copy to Schoology BY 8:00 AM on either A DAY Monday, or B DAY Tuesday (depending on your class meeting date). MAKE SURE YOU SAVE YOUR ANNOTATIONS before going to submit. 

You will be using this information in the article as foundation to much of our work this unit. If I were you... I would jot down the significant definitions and ideas IN YOUR NOTES... to reference later. 

Annotation Support: Things to look for when reading... then annotating: 

✅ Terms and definitions

✅ What is the author's purpose for writing? 

✅ What is the purpose for reading this? Goals of reader? Goals from teacher? 

✅  What can be made into lists? 

✅ What patterns do you see? Images repeated? Why? Purpose?

✅ Connections to other readings/texts? 

✅  What ideas do you find intriguing? What haven't you thought about before? What do you agree with? Disagree with? Why? 

✅ What conclusions can you come up with? 

✅ What questions do you have? 

✅ What is the format of the reading? How does this format inform the reader? 

✅ What do you notice about the Bibliography/Works Cited? 

✅ What do you notice about the validity of the sources used in the text? 

Technology Support- How to Annotate a PDF

Annotating Schoology (Mr. Courtney)

4. POST-CLASS REFLECTION- SCHOOLOGY!! Schoology Discussion Link