Fri, Sept 24

 

DUE TODAY: Setting essay

HOMEWORK TONIGHT: Nothing in writing

TODAY'S FOCUS: grammar/usage, reading the grade book

 

Grammar/usage QUIZ

 

Setting essay collected

 

Grades displayed; students compare contents of folder w/ grade book for accuracy 

 

Thu, Sept 23

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT:

• Study for the grammar/usage rules quiz
• Finishing touches on your setting essay

TODAY'S FOCUS: Drafting (selecting good evidence, building believable commentary)

 

5-minute warmup

 

Work day on the setting essay w/ mini-conferences w/ the teacher 

 

Wed, Sept 22

 

DUE TODAY: Nothing in writing

HOMEWORK TONIGHT:

• Pre-writing and drafting on setting essay (previous lesson)

TODAY'S FOCUS: evidence vs. commentary, words to introduce commentary

 

5 minute warmup

 

A paragraph will be displayed and a discussion will be had about where the author of the paragraph used evidence to support their argument vs. commentary.

 

EVIDENCE = summary, paraphrase, direct quote = unarguable, objectively observable facts (RDF)

COMMENTARY = explanation, elaboration, elucidation, interpretation, extension (the E's)

 

WORDS THAT INTRODUCE COMMENTARY:

suggests  illustrates  represents  shows  illuminates  reveals  emphasizes  appears  highlights   seems  symbolizes

 

EXAMPLES:

• "The narrator of Ripe Figs tells us that Babette "danced" out to the fig trees every day." = EVIDENCE because it's simply what happens in the story - it's a fact.
• "Babette's daily actions show us that she is an impatient girl without the patience of a more mature young lady." = COMMENTARY because the student now begins to interpret for the reader how we should see Babette as a result of her dancing out to the trees.
• "We would expect a more mature young girl to calmly walk out to the trees as opposed to dash out; it is as if Babette feels if she goes slowly out to the trees she the ripe figs will pass her by." = COMMENTARY because the student author builds on their interpretation that B is immature at that point in the story. Here, the student author tries to prove the point by comparing B's action to that of a more mature person.

 

Tue, Sept 21

 

DUE TODAY: Responses to "Hills Like White Elephants"

HOMEWORK:

• Continue planning and pre-writing for the new essay assignment (detailed in this lesson)

TODAY'S FOCUS: Evaluating evidence; the importance of setting; pre-writing

 

MR RICE IS OUT TODAY WITH SICK FAMILY MEMBERS. What follows are my notes to the sub, which will provide an overview of the day's lesson:

 

Items to turn in at the end today's class:
"Desiree's Baby" response from the weekend (if not submitted yesterday)
"Hills Like White Elephants" response r.e. the decision at the end of the story
Leave both on teacher's desk

5-10 min: Allow the three-person student groups to have a brief discussion about the following question: If you could rank-order the "power" of the evidence used to back your position, then what would the "top three" pieces of evidence be? Rank order for both sides of the argument --- A) They decide to keep the baby  B) They decide to terminate the pregnancy

5-10 min: Groups report back to the whole class their top three. As they respond encourage them to explain their decisions so they know WHY the evidence from the text is a good choice.

Allow the discussion to come to its conclusion. Tell them this: They may have noticed that the SETTING of the stories they have read is key to the overall meaning of the story itself. Case in point is the Hemingway they've just been discussing. To conclude their brief first unit, they will write a response to this prompt:

SELECT A STORY WE HAVE READ, AND IN NO MORE THAN THREE TYPED, DOUBLE-SPACED PAGES, EXPLAIN HOW THE AUTHOR'S CHOICES IN SETTING SERVE TO HELP THE READER UNLOCK MEANING BEHIND CHARACTERS AND THEME.

Today and tomorrow = developing this essay. Today = pre-writing and making choices. First draft due date for thesis and body paragraphs = Friday

Please tell students I will be curious to see an outline or "plan" for the essay they will write so as to show they carefully constructed an organized response with appropriate backing evidence.

 

Mon, Sept 20

 

DUE TODAY: Developed response to "Desiree's Baby" (previous lesson)

HOMEWORK:

• Given the evidence in the story, what is the ultimate decision of the two main characters concerning the "operation?" Please be clear about what you think they will do, and support your reply with evidence from the text.

TODAY'S FOCUS:  Setting

 

5-minute warmup

 

Read Hemingway's short story "Hills Like White Elephants" found at http://www.gummyprint.com/blog/archives/hills-like-white-elephants-complete-story/ and with hypertext at http://www.has.vcu.edu/eng/webtext/hills/hills.htm 

 

Students will draw the setting as we read the text, then make observations about how the setting reflects the conversation and points of view of the two main characters.

 

HOMEWORK QUESTION: Given the evidence in the story, what is the ultimate decision of the two main characters concerning the "operation?" Please be clear about what you think they will do, and support your reply with evidence from the text.

 

Fri, Sept 17

 

DUE TODAY: Paragraph response to "Desiree's Baby" (assigned previous lesson)

HOMEWORK:

• Select one of the points of view from today's teams and create a more developed response of at least one paragraph. In the response, include carefully selected EVIDENCE from the original story.

TODAY'S FOCUS: The importance of supporting assertions with EVIDENCE

 

QUIZ DAY! Grammar/usage rules

 

Class divides into teams to defend certain assertions about "Desiree's Baby"

• View "A" - Armand did not know about his past and learned of his parentage only upon reading the letter
• View "B" - Armand already had a sense of his own past upon reading the letter
• View "C" - The ending is not as sudden and ironic as it seems, because there is ample evidence throughout the story pointing to who is "white" and who is not
• View "D" - Although there is racism in the story, the story itself is not racist
• View "E" - This story should be considered an example of American Gothic 

Teams report back to the entire class. 

 

HOMEWORK: Select one of the points of view from today's teams and create a more developed response of at least one paragraph.  In the response, include carefully selected EVIDENCE from the original story.

 

Thu, Sept 16

 

DUE TODAY:

• Revised response to "Ripe Figs" or "The Story of an Hour"
• Reading questions for "Desiree's Baby" (assigned previous lesson)

HOMEWORK:

• Complete the four Desiree's Baby reading questions

TODAY'S FOCUS: Personal assessment/reflection of writing skills 

 

5 minute warmup 

 

Investigation of revised responses. How did you improve from the previous draft to this newer version? Students will be specific about how they revised, where they improved, and where they think further attention is needed in their formal writing.

 

Prove you know the difference between “evidence” (summary, paraphrase, direct quote) and “explanation/interpretation” (where you reveal what the evidence means)

• Choose one paragraph on your response where you know you avoided re-telling the story and emphasized explaining and interpreting
• In the margin next to this paragraph, identify which lines are “RDF” (evidence) vs. which are “E” (explanation/interpretation) 

If you revised a creative writing piece or personal narrative, then you should still be able to differentiate between when you were just telling what happened (Evidence) vs. providing insight on the relevance of what happened (Explanation/Interp).

 

HANDOUT for self-assessment:

Honors English 11 – Self-Assessment of Writing

“Ripe Figs” and “The Story of an Hour”

DIRECTIONS: Please respond to these prompts on your own paper. For each question, write as much as you believe necessary to fully make your point.

1. Read from start to finish the revised response – the most recent version. What aspect of this paper do you believe is the strongest? Tell me what you did well and where I should see evidence of it in the paper.
2. In which paragraph on the revised response will I find evidence of your best writing, as in the most mature and developed sentences and vocabulary?
3. In which paragraph on the revised response will I find evidence of your best thinking, as in your most insightful comments?
4. Read the first version/draft of the response you chose to revise. What aspects of good writing were  lacking in this version that caused you to select it for revision? Point me to a paragraph or line number that is evidence of less-than-stellar writing.
5. Where in the revised version will I be able to see concrete evidence that you have truly revised and improved? Perhaps contrast your response to #4 above to specific areas of your revised draft/version.
6. In what areas of writing do you want to see improvement for yourself this semester? Perhaps state a few goals or expectations you have for yourself in the area of writing.
7. State what you have learned about reading closely and carefully so far this term. If the class were to conclude today, what long-term skills or understandings would you take with you concerning how to read more effectively?

 

 

Wed, Sept 15

 

DUE TODAY: Nothing

HOMEWORK:

• Finishing touches on revised "Ripe Figs" or "The Story of an Hour" response
• Reading questions for "Desiree's Baby" due two classes from now

TODAY'S FOCUS: Mood and tone through setting

 

5-minute warmup 

Kate Chopin's short story "Desiree's Baby"

Found at http://www.pbs.org/katechopin/library/desireesbaby.html 

also found at http://www.readbookonline.net/readOnLine/857/ and http://www.eastoftheweb.com/short-stories/UBooks/DesiBaby.shtml  

 

Guiding questions to help you: (no written responses required)

1. What truth is revealed to the reader at the end, and how does this truth help the story’s ironic twist?
2. In what ways does Chopin associate Armand with evil? Note paragraph numbers when referencing specific quotes.
3. Re-read the story; separate all that is described as light from all that is described as dark. What might the careful reader deduce from these clues before reaching the conclusion of the story?

 

HOMEWORK QUESTIONS for written response, due two classes from now:

1. Do you think that when Armand reads the letter he learns something he had never suspected, or instead, something that he had sensed about himself all along? Find evidence in the text to support your view.
2. In such a small story every word counts, so when Chopin writes (about Armand), "And the very spirit of Satan seemed suddenly to take hold of him and his dealings with the slaves," what do you think she reveals about Armand and the discovery he makes?
3. Lots of discussion about race and racism happens in U.S.History and Lit classes. Question: Does the mere presence of Armand's racism make this a racist story? If it's not a racist story, then what stand does the story seem to take on the issue of race?
4. What elements of the gothic are present in this tale? Use your notes from English 10 or view this "Gothic Intro" for a quick review.

 

Tue, Sept 14

 

DUE TODAY:

• Responses to "The Story of an Hour" and "Ripe Figs" if not completed yesterday

HOMEWORK TONIGHT:

• Revise EITHER "Ripe Figs" or "The Story of an Hour" response - DUE TWO CLASSES FROM NOW
• Read and answer the reading questions for "Desiree's Baby" 

FOCUS TODAY: Essay organization and evidence gathering

 

5-minute warmup

Mr. Rice works with the class to compose well-organized responses to the short stories using evidence from both texts. TAKE COPIOUS NOTES.

 

Here are the class notes from today's class

 

Select one of the responses you wish to revise at home, and leave the other response in your folder.

 

Desiree's Baby 

Guiding Questions:

1. What truth is revealed to the reader at the end, and how does this truth help the story’s ironic twist?
2. In what ways does Chopin associate Armand with evil? Note paragraph numbers when referencing specific quotes.
3. Re-read the story; separate all that is described as light from all that is described as dark. What might the careful reader deduce from these clues before reaching the conclusion of the story?

 

 

Mon, Sept 13

 

DUE TODAY:

• Response to "The Story of an Hour"
• Response to "Ripe Figs"

HOMEWORK TONIGHT:

• If needed, finish "Ripe Figs" and "The Story of an Hour" responses for editing activity tomorrow
• Read "Desiree's Baby"

FOCUS TODAY: Imagery, symbolism, setting, characterization

 

5-minute warmup

 

Working with imagery and symbol in "The Story of an Hour"

Copy this table into your notes. For each of the senses, try to find one thing Mrs. Mallard experiences through the window in her room.

Sight
Smell
Sound
Touch
Taste

 

1. What do you notice about the items she experiences? Anything they have in common?
2. How do the items relate to Mrs. Mallard’s present condition 
3. If they do relate to her present condition, then how can we argue that symbolism is present in the natural elements in the story? What would the natural elements represent?
4. Is Mrs. Mallard’s new-found freedom to be seen as positive? Negative? Other? How does she see it? 

 

From this point, we can make the leap to linking the specific images to her present and past conditions. We should also be able to make an intelligent comment about the accuracy of the final statement in the story. How should the reader interpret the conclusion of the doctors?

 

FOUR TRUTHS about literature:

• Physical descriptions can reveal personality flaws and life conditions. (e.g. Mrs. Mallard had a "heart trouble")
• Weather is never a natural occurrence. Authors choose it for a reason. (e.g. Mrs. Mallard notices the receding clouds and emerging blue sky following a "storm of grief")
• Setting can reveal heirarchies - who is in power vs. who is subservient (e.g. Mrs. Mallard goes upstairs to her room to receive the epiphany, emerging like a "goddess of Victory")
• Colors are chosen for their symbolic meaning; they are not random (e.g. Babette is "green" meaning inexperienced just as the unripe figs are "tender" and "green")

 

Fri, Sept 10

 

DUE TODAY: Reading questions for "The Story of an Hour" (previous lesson)

HOMEWORK:

• Response to "The Story of an Hour" in paragraph format: How does Chopin's use of imagery and symbol parallel the experiences of the protagonist Mrs. Mallard?
• Response to "Ripe Figs" (click here for full assignment) 

TODAY'S FOCUS: Imagery, symbol, irony

 

QUIZ on grammar rules/tips. Here are sample questions:Any leftover "I Am" projects to share (last call)

1.      (2 pts) Samuel found fifty three cents on the sidewalk and immediately went to the convenience store, where he spent 40 cents on a chocolate bar. 

2.      (2 pts) Out of a class of one-thousand two-hundred five, Shelly was number 153 in the graduating class. 

3.      (2 pts) The recipe called for two-thirds cup sifted flour and one-half cup white sugar. 

4.      (2 pts) After placing third in the district race, Ben finished 13^th at state. 

5.      (2 pts) The address for the invitation should read “182 North Sixth Street” not “182 North 6^th Street”. 

 

 

Discussion of Chopin's "The Story of an Hour"

Coverage of reading questions

Exploration of imagery - birds, clouds, clear sky, etc.

Exploration of symbol - How do the images relate to Mrs. Mallard?

QUESTION: How does Chopin's use of imagery and symbol parallel the experiences of the protagonist Mrs. Mallard?

 

"Ripe Figs" response assignment

 

Thu, Sept. 9

 

DUE TODAY: Five "Ripe Figs" reading questions

HOMEWORK:

• Reading questions for "The Story of an Hour" (below)
• Prepare for grammar/usage quiz (open note) 

TODAY'S FOCUS: More close reading, imagery, symbol, irony

 

5-minute warmup

 

Review of "Ripe Figs" reading questions

Mr. Rice answers the reading questions as a "close reader" would while students supplement their own responses with additional notes.

 

Kate Chopin's short story "The Story of an Hour"

Found at http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/chopin.html 

also found at http://www.vcu.edu/engweb/webtexts/hour/ and http://www-rohan.sdsu.edu/course/morgris/hour.html 

 

Questions:

1. In what ways does Mrs. Mallard take this news as you would expect? In what ways does she react unexpectedly?
2. Did Mr. Mallard love his wife? Did she love him? Justify your answers.
3. What do you think about the doctors’ conclusion she died “of joy that kills”?
4. List all elements of nature that Mrs. Mallard experiences through the senses. In what way could you argue these have something in common?
5. How is imagery at work in this short story? Symbol?

 

 Additional reading and discussion questions, if curious: http://www.wsu.edu/~campbelld/amlit/storyhour.htm 

 

Wed, Sept 8

 

DUE TODAY: "I Am" poetry assignment

HOMEWORK:

• Five reading questions for "Ripe Figs" (refer to previous lesson)

TODAY'S FOCUS: Personal introductions

 

Sharing of  "I Am" poetry assignments

 

Tue, Sept 7 

 

DUE TODAY: Nothing

HOMEWORK:

• "I Am" poetry assignment

TODAY'S FOCUS: Introduction to "close" reading

 

5-minute warmup

Kate Chopin's short story "Ripe Figs"

Found at http://classiclit.about.com/library/bl-etexts/kchopin/bl-kchop-ripefigs.htm 

also found at http://www.moonstar.com/~acpjr/Blackboard/Common/Stories/RipeFigs.html

 

Questions:

1. What phrases or words particularly characterize Babette?
2. What kind of impression should we get about Maman-Nainaine?
3. Identify a few literary devices. Where are they at work?
4. “Not that the ripening of figs had the least thing to do with it …” says the narrator. Do you agree or not? Justify your answer.
5. Ultimately, what is this brief story about?

 

Reading is an exercise in RE-CREATION. Read what this means! 

 

So far, what does it mean to read "closely?"

 

 

Fri, Sept 3

 

DUE TODAY: "What makes a successful teacher" if not completed yesterday

HOMEWORK:

• Work on "I Am" poetry assignment - due Wednesday

TODAY'S FOCUS: Personal introductions and the  "I Am" poetry assignment

 

5-minute warmup 

Three-person compare/contrast challenge

Using a three-way Venn diagram, students will explore what traits and experiences they have in common, and what traits and experiences are unique to each person. Findings are recorded by students on a Venn diagram handout and reported to the class.

Introduction of the "I Am" poetry assignment DUE WEDNESDAY

Work time on "I Am"

 

Thu, Sept 2

 

DUE TODAY: Nothing

HOMEWORK: 

• Browse around the web site to become familiar with it 

TODAY'S FOCUS: Introduction to the class, including content, rules and regs 

 

How to enter class

5-minute warmups

Your questions about the schedule, lunches, or classroom locations

Class rules and procedures

Mr. Rice introduction

Course overview/syllabus (coming soon)

Writing assignment/exit slip:

Now that I've told you about expectations in this class and what it takes to succeed in room 214, take the remaining time to write to me an overview of expectations you have for an excellent, successful teacher. Consider what traits a good teacher needs to possess, and what a teacher can do to help you be a successful student this year.