Ms Kristy Coporale, English Instructor Room 134
Email: Kristy.coporale@ct.gov 774-8511 ext 1134
Welcome to room 134. I hope to have a fun, yet successful educational year. In order to achieve the goals set forth by myself and you (the student) following class policies and procedures are a must!
CLASS NEEDS (MATERIALS)
1. Any type or style of notebook for your notes.
2. Pens for writing. Any color ink is fine.
3. A floppy disc for your computer work to be filed. This is very important to avoid lost computer work. No computer use until you have a floppy disc. Flash drives are accepted on only a few computers; therefore I prefer the use of a floppy.
4. Your assigned books and materials.
5. Your agenda for leaving the room. No agenda, No lav or locker pass. Sorry! Office directive.
6. Student I.D. badges are a must per office policy.
7. A positive, respectful attitude everyday for all. Thanks!
CLASS PROCEDURES
1. Be IN the room with ALL materials BEFORE the bell RINGS! No materials= no leaving.
2. Quiet time during attendance (every period)
3. Operate computers only under specific directives. No automatic use or personalizing the computer¡¦s settings. Only school work on computers. No other sites visited.
4. One person speaking; others listening.
5. Bell does NOT dismiss class; teacher does.
6. Push chairs in when dismissed. Last period put chairs up. (Note: Chairs are meant for sitting, no LEANING allowed.)
7. Class work is a quiet time for all.
CLASS RULES
1. Handbook rules¡K¡K¡K¡K¡K¡K¡K..rule. Know them all!
2. Classroom procedures¡K¡K¡K¡K¡K.prevail. Know them all!
3. Treat everyone and everything with respect.
4. Any questions¡K¡K¡K¡K¡K¡K¡K¡Krefer to the two posters at the front of the
classroom for clarification or a gentle reminder.
BEHAVIORAL CONSEQUENCES
1. Handbook rules, rule!
2. Warning
3. Detention and call home
4. Second disruption = SAIL
By following the above policies and procedures, we should have a wonderful year. It should be a work environment where everyone will be able to achieve success! I look forward to our year together.
My signature attests that I understand these rules and will abide by them although I may not agree with them.
FINAL JUNIOR SYLLABUS
Thursday, June 4, 2009 – Friday, June 19, 2009
Ms Coporale SSR – DOUBLE PERIODS
All Junior Sections
TSWBAT:
1. Identify elements of modernist literature
2. Analyze “American Gothic” in A Rose for Emily and The Feather Pillow
3. Complete trimester three assessment
Thursday, June 4, 2009 (Soft Cover Book)
Overview of modernists
Watch video segment: American Gothic
Complete Video Worksheet
Begin “A Rose for Emily” sections 1 and 2 (pgs 218-223)
Friday, June 5, 2009 (Soft Cover Book)
Finish “A Rose for Emily” pgs 224-230
Complete Workbook page 231
Complete Analytical Questions – handout
**EXTRA CREDIT PROJECT DUE TODAY!!**
Tuesday, June 9, 2009 (Both Books)
TEST - “Rose for Emily” and “The Feather Pillow”
Prep day for Trimester Three Exam
Choose one theme: American Dream or Social Justice
Choose two stories that demonstrate your chosen theme
Find two examples from each story
Wednesday, June 10, 2009 (Any Materials needed for Exam)
TRIMESTER THREE ASSESSMENT
Thursday, June 11, 2009 (Sunglasses, Sunscreen, Hats, Water Bottles)
FIELD DAY
Friday, June 12, 2009
CLEAN UP DAY
HAND IN BOOKS
Monday, June 15, 2009
View a film of the Modernist Time Period
Tuesday, June 16, 2009 (1/2 Day)
Movie
Wednesday, June 17, 2009
Movie
Thursday, June 18, 2009 (1/2 Day)
Movie
Friday, June 19, 2009 (1/2 Day)
Awards Assembly
LAST DAY OF SCHOOL!!!!!
JUNIOR SYLLABUS
Monday, May 4, 2009 – Friday, May 15, 2009
Ms Coporale SSR – DOUBLE PERIOD
All Junior Sections
TSWBAT:
1. Identify aspects of the realist literature
2. Read and interpret pieces of non-fiction, fiction, and poetry
3. Construct a works cited page
Monday, May 4, 2009 (Soft Cover Book)
Read Dickinson’s poetry :( The Soul Selects her own Society”, “If you were
coming in the Fall”, “Because I could not stop for Death”, and “I heard a fly buzz when I died”) pages 143=151
Complete side margins and chart on page 146
Homework: Dickinson Worksheet
Tuesday, May 5, 2009 (Soft Cover Book)
Review poetry notes and complete study guide
View video clip “Voices of Protest” – Complete accompanying worksheet
Wednesday, May 6, 2009 (Notebooks / Soft Cover Books)
TEST - poetry terms, Whitman, and Dickinson
Notes on “The Rise of Realism”(possibly started Tuesday after video)
Thursday, May 7, 2009 (Soft Cover Book)
Read The Rise of Realism article – pgs 153-161
Homework: Side Margins for accompanying pages to article
Friday, May 8, 2009 (Hard Cover Book)
Read “from…Narrative of the Life Frederick Douglass” pgs 163-170
Complete side margins and pages 171-172
Monday, May 11, 2009 (Hard Cover Book)
Read “from…Incidents in the Life of a Slave Girl” pg 407-410
Complete questions 1-7 on page 411
Tuesday, May 12, 2009 (Soft Cover Book)
Read and discuss “The Gettysburg Address” page 448
Complete Gettysburg worksheet
Homework: “A New Gettysburg Address”
Wednesday, May 13, 2009 (Hard Cover Book / Notebook)
Read and discuss “A Mystery of Heroism” pgs 174-185
Complete page 186
Complete question hand out
TAKE HOME TEST! (Full credit if submitted tomorrow)
Thursday, May 14, 2009
TAKE HOME TEST DUE! FULL CREDIT
Research Assignment – Underground Railroad secret codes
Complete graphic organizers
Overview of Works Cited page
Friday, May 15, 2009
TAKE HOME TEST DUE FOR A REDUCED GRADE!
Construct works cited page – quiz grade (portfolio requirement)
Works Cited Page due today!
****EXTRA CREDIT OPPORTUNITY: Design your own secret code quilt****
Due Friday, June 5, 2009 (NO LATE QUILTS ACCEPTED- this is a one
shot deal!) See Ms Coporale for more details - EXTRA CREDIT CRITERIA LISTED BELOW
*This syllabus is subject to change at the teacher’s discretion*
The Secret of the Quilt:
An Extra Credit Assignment
History:
Whilst in the midst of the slave era, a group of people came together known as the Underground Railroad. They called themselves “railroad workers” and the safe hiding places were known as “stations”. People who worked and traveled on the Railroad used secret codes to learn the routes from one safe place to the next. Because it was illegal for a slave to be taught to read or write, the codes involved pictures. Many of the slaves’ backgrounds shared an oral history of storytelling and African art. They soon used this art knowledge in the construction of quilts. These quilts and their patterns told the slaves how to get ready to escape, what to do on the trip, and where to go. The quilts were put on display outside the house under the guise of being cleaned so this method of escape was never noted until recently. (www.reallygoodstuff.com)
Your Turn:
You are invited to join the railroad workers on their mission of freeing slaves. Your specific mission, should you choose to accept it, is to research the various patterns used in the construction of these quilts. You will select a minimum of 10 patterns to document and use in your own secret code quilt. You will construct your quilt out of any material you see fit. You may draw the patterns on a posterboard, use construction paper, or even use material to sew your quilt. Your quilt should measure 4 squares X 5 squares for a total of 20 squares. Think carefully about the layout of your quilt as you will need to provide a description of what each pattern means as well as why you arranged them in your particular pattern. Good luck, have fun, and help those slaves gain freedom!
SAMPLE:
The Underground Railroad Quilt Code Patterns
Monkey Wrench Prepare the tools you’ll need for the long journey, including the mental and spiritual tools. Or (as a Ship’s Wheel), the pilot is prepared to begin the transport.
Wagon Wheel Load the wagon or prepare to board the wagon to begin the escape.
Junior Syllabus
Wednesday, April 1, 2009 – Thursday, April 9, 2009
Ms Coporale
Junior Sections
Objectives: TSWBAT:
1. Conclude with the novel Into the Wild
2. Define poetry terms
3. Critically read and interpret poetry by Whitman and Dickinson
4. Analyze the American Dream as portrayed in American Poetry
Wednesday, April 1, 2009 (No Book)
Movie Day
Thursday, April 2, 2009 (No Book)
Movie Day
Friday, April 3, 2009 (Novel)
PROJECTS DUE – TEST GRADE!
Finish Movie
Short Essay Assignment (Quiz Grade) – Complete over the weekend if necessary
Monday, April 6, 2009 (Soft Cover Books)
Pass in novel
Notes on Poetry Terms
Watch video clip: Poetry Life in Language, segment 5
Complete Worksheet 35
Tuesday, April 7, 2009 (Soft Cover Books)
Read pages 125-127 (complete margins)
Complete Venn Diagram on Whitman and Dickinson
Complete “What do they mean” worksheet
Wednesday, April 8, 2009 (Soft Cover Books)
Read Whitman’s poetry (“I Hear America Singing” and “Song of Myself, Number
33”) pages 128-135
Complete all side margins and charts on pages 130 and 135
HOMEWORK: “I Hear America Singing” Modern Version
Thursday, April 9, 2009 (Soft Cover Book)
Read Dickinson’s poetry (“The Soul Selects her own Society”, “If you were
coming in the Fall”, “Because I could not stop for Death”, and “I heard a
fly buzz-when I died”) pages 143-151
Complete side margins and chart on page 146
HOMEWORK: Dickinson Worksheet, Review notes for test
Friday, April 10, 2009 (Soft Cover Books)
TEST – Poetry notes, Whitman poems, and Dickinson poems
There is NO SCHOOL on FRIDAY, APRIL 10. Therefore, the test will be on THURSDAY, APRIL 9. The syllabus will be modified to adhere to this new deadline. Additionally, due to the pacing of classes and their doubles, the syllabus is to be used as a guide only. It is NOT written in stone.
REMINDER: INTO THE WILD SPLASHBOARD PROJECTS ARE DUE FRIDAY, APRIL 3, 2009. THEY ARE WORTH ONE TEST GRADE. LATE PROJECTS WILL NOT BE ACCEPTED! THE CRITERIA IS LISTED BELOW!
Into the Wild
Splashboard Project
Due Friday, April 3, 2009
Chris McCandless (aka Alex Supertramp) loved to take pictures. In fact, throughout much of his two-year odyssey, he kept pictorial journals of his time on the road. Now that we have concluded with our reading of the novel, the time has come for you to make a pictorial of this odd young man known to the world as “Alex.”
Choose from one of the “Splashboard” ideas listed below.
* Alex’s Journey*
While on his two year journey, Alex visited a variety of places meeting an array of people. Through the use of pictures, create a photo map of his journey with pictures and images that represent each stage of his journey. Additionally, use pictures (with captions of explanation) that could best represent the people and places he met along the way. Your splashboard should include representations of:
• Emory University
• Annandale, Virginia (hometown)
• Lake Mead, Nevada (detrital wash)
• Carthage, South Dakota (grain elevator)
• Needles, California (purchase canoe – Colorado River-Lake Havasu-Bill Williams River-National Wildlife Refuge-Yuma—Morelos Dam, Mexican Border-El Golfo de Santa Clara.
• Grand Canyon
• Las Vegas
• Bullhead City, Nevada (McDonalds)
• Niland, California (Slabs where swap meet took place)
• Anza-Borrego (Oh-My-God-Hot-Springs)
• People (Jim Gallien, Wayne Westerberg, Jan Burres, Ronald Franz, Walt McCandless, Billie McCandless, Carine McCandless)
*Chris McCandless Traits*
Throughout his journey, Chris/Alex met a variety of people. Each person formed their own opinion as to the type of person Chris/Alex was. He was described as being, “intelligent, stubborn, resourceful, etc.” Using the characters’ opinions as well as your own, complete a splashboard that uses images and words that define who Chris McCandless was as a person. You must include:
• 10 Images that represent McCandless’ character traits
• 10 Words /Captions that explain the images
• 1 Image / Picture that represents Chris McCandless aka Alex Supertramp
You will construct your splashboard on a piece of posterboard, display board, or foam board. Projects must NOT be submitted on white lined paper, computer paper, or any other 8 ½” by 11” paper.
JUNIOR SYLLABUS
FEBRUARY 23, 2009 - MARCH 13, 2009
CAPT CYCLE
Ms Coporale
All Junior Sections
Objectives: TSWBAT
1. Complete Trimester Two Assessment
2. Critically read the novel Into the Wild
3. Analyze and interpret
4. Construct responses
5. Complete a variety of graphic organizers
The novel will be read both in and out of class over the next cycle. There will be teacher reading, silent reading, and student reading. When reading in class, there will be a chance to earn extra points for reading out loud. Vocabulary Sheet and Response questions listed after the syllabus.
Monday, February 23, 2009 (Hard Cover)
Review American Dream; Revolutionary Literature
SECTION 8: Review Dark Romantics
Tuesday, February 24, 2009 (Hard Cover)
DWA #2 (tomorrow for Section 8)
SECTON 8: Dark Romantic Test
Meet the author, Jon Krakauer, of Into the Wild
Wednesday, February 25, 2009 (Novel)
Section 8: DWA #2
In class reading of chapters 1 and 2 (pgs 3-14)
Begin working on character organizer
Vocabulary Set #1 DUE
Thursday, February 26, 2009 (Novel)
Read chapters 3-4 (pgs 15-37)
Chapters 1-3 Writing DUE
Friday, February 27, 2009 (Novel)
Read chapters 5 – 6 (pgs 38-60)
Vocabulary Set #2 DUE
Monday, March 2, 2009 (Novel)
Read chapters 7 – 8 (pgs 61-74)
Chapters 4-7 Writing DUE
Tuesday, March 3, 2009 (Novel)
*CAPT – Interdisciplinary Writing*
Read chapters 8 (pgs 75-85)
Vocabulary Set #3 DUE
Wednesday, March 4, 2009 (Novel) ½ Day
*CAPT – Response to Literature*
Read chapters 10 – 11 (pgs 98-116)
Thursday, March 5, 2009 (Novel) ½ Day
*CAPT – Interdisciplinary Writing II; Editing and Revising*
Read chapters 12 (pgs 117-126)
Vocabulary Set #4 DUE
Friday, March 6, 2009 (Novel)
Read chapter 13 (pgs 127–132)
Chapters 10-13 Writing DUE
Monday, March 9, 2009 (Novel)
Read chapter 16 (pgs 157-172)
Tuesday, March 10, 2009 (Novel) Activity Day
* CAPT – Reading for Information*
Read chapter 17 (pgs 172-186)
Character Chart DUE
HOMEWORK: READ EPILOGUE
Wednesday, March 11, 2009 (Novel) ½ Day
* CAPT – Math I Science I*
Chapters 16-Epilogue Writing Due
REVIEW FOR TEST – Study Guide
Thursday, March 12, 2009 (Novel) ½ Day
* CAPT – Math II Science II*
TEST
Assign Splashboard Project (Due April 3, 2009)
Begin Movie
Friday, March 13, 2009 (Novel)
Continue Movie
*This syllabus is subject to change at the teacher’s discretion. Due to different doubles and the pace of in class reading, the syllabus is used only as a guide and not written in stone. *
Into the Wild
Analytical Questions
The following questions are meant to have responses of 4-6 sentences in length. They are asking for your reflections on the material for various chapters. Your answers should be insightful with specific references to the text. Additionally, each response should use part of the prompt in the answer (TQA). For each group of questions you submit, you should have your name, your class section, the date, chapters read, and neatly written responses.
Chapters 1 – 3
1. How would you describe Krakauer’s (author) tone in the first chapter? Does he seem sympathetic toward Chris McCandless?
2. Why do you think Chris would have lied about his name and age to Jim Gallien?
3. Why would someone who was raised in a privileged manner want to hitchhike and live in the wilderness out West?
Chapters 4 – 7
1. How would you describe Chris McCandless after reading this section?
2. For someone who claimed to be a loner, why did Chris befriend so many people?
3. Do you believe the stories the people in this chapter tell Krakauer are true?
Chapters 10 – 13
1. How does the McCandless family’s description of Chris differ from the others we have heard?
2. Do you think Chris’s anger towards his father was deserved?
3. Having learned that Chris was an entrepreneur and considered law school, do you think he was going through a phase when he died? If he survived do you think he would have made peace with his family and pursued a career?
Chapters 16 – Epilogue
1. After concluding the book, what is your impression of Chris McCandless?
2. Do you think Krakauer is too easy on McCandless?
3. How do you think McCandless died?
Into the Wild Vocabulary words
Chapters 1 – 11
Handout #1
Choose 12 of the following words to use in original, complete sentences.
Due Wednesday, February 25, 2009
congenial (5) – friendly escarpments (10) – a steep slope
antimony (10) – a metallic element anomaly (11) – glitch, inconsistency
contumacious (11) – rebellious visage (16) – face
amiable (16) – good-natured convivial (18) – sociable
plebian (18) – crude, common mien (18) – appearance
onerous (22) – troublesome
egress (28) – going out indolently (32) – lazy, inactive
saline (32) – salty sere (32) – withered, dry
bourgeois (39) – middle class lumpen (39) – displaced people
itinerant (43) – traveling primordial (44) – primal, basic form
fatuous (44) – satisfied and stupid of development
Tolstoy (29) – Russian author and philosopher Thoreau (29) – American writer,
believed in self-sacrifice, non-violence poet, and philosopher who
and finding happiness from within believed in simple living and
personal freedom
Choose 10 of the following words to use in original, complete sentences.
Due Friday, February 27, 2009
mercurial (105) – quick and changeable wanderlust (108) – impulse to travel
incorrigible (115) – uncontrollable, incapable of being reformed
Into the Wild Vocabulary words
Chapters 12- 18 & Epilogue
Handout #3
Choose 15 of the following words to use in original, complete sentences.
Due Tuesday, March 3, 2009
monomania – (120) obsessed with one idea sanctimonious – (122) self-righteous
choler – (122) anger sullen – (123) brooding, angry
idiosyncratic - (123) distinctive, individual castigated – (123) brooding, angry
extemporaneous – (124) impromptu gloaming – (161) dusk
Rubicon – (163) point of no return aesthetic – (163) appreciates beauty
perambulation – (164) patrol in nature
reverie – (164) dream taiga - (164) subarctic forest
obliquely – (123) indirectly
ford – (174) a shallow place to cross a river miasma – (175) cloud
malevolent – (176) mean massif – (176) connected mountains
ungulate – (178) hoofed animals moldering – (178) rotting
scabbard – (178) cover maxillae – (179) jawbones
sojourn – (179) break
Choose 12 of the following words to use in original, complete sentences.
Due Thursday, March 5, 2009
hauteur – (180) arrogance metis – (180) people of Indian and
sobriquet – (181) humorous nickname French-Canadian descent
ruminations – (183) reflection modicum – (184) small amount
feckless – (184) incompetent posited – (184) put forward as truth
existential – (184) emphasizes personal freedom
Responsibility
munificence – (188) bounty eloquence – (189) expressive speech
precipitous – (190) abrupt decumbent – (192) growing along
emetic – (192) causes vomiting the ground
insidiously – (194) causing harm in a sneaky way moniker – (198) name
conflagration – (198) fire beatific – (199) saintly
The first word is the vocabulary word, the page number, and then the definition.
JUNIOR SYLLABUS
JANUARY 16, 2009 – JANUARY 30, 2009
Ms Coporale
All Sections
TSWBAT: 1. Identify and define the theme of “American Dream”
2. Determine the role of the Rationalists in the movement of American
Literature
3. Read and Interpret Text
Friday, January 16, 2009 (Hard Cover) ½ Day
Review Rationalists & American Dream
Review “Speech at the Virginia Convention”
Monday, January 19, 2009
HOLIDAY – NO SCHOOL!!
Tuesday, January 20, 2009 (Hard Cover Book)
Define analogy and anecdote
Read Thomas Paine’s “The Crisis, No.1” pg 86
Identify modes of persuasion, analogies, and anecdotes used throughout the story.
(Chart Completion)
Wednesday, January 21, 2009 (Hard Cover Book)
Response and Analysis questions 1-5 page 92
Study Guide completion for “Speech at the Virginia Convention” and “The Crisis, No.1”
Thursday, January 22, 2009 (Notebooks)
TEST
Read a section of “The Declaration of Independence” pg 98-102
Complete questions on pg 104 # 1,2,3, &6 (finish for homework)
Friday, January 23, 2009 (Soft Cover Book)
Video Clip: “The Rise of American Literature”
Complete accompanying worksheet
Notes on Dark Romantics
Monday, January 26, 2009 (Soft Cover)
Getting to know the author: Edgar Allan Poe
Read “The Raven” by Poe pg 117-122
Translate Stanza
Homework: Complete Side Margins
Tuesday, January 27, 2009 (Soft Cover Book)
View a modern version of “The Raven”
Read “The Black Cat”
Complete Worksheets (finish for homework)
Wednesday, January 28, 2009
Meet the author: Nathaniel Hawthorne
Read “Dr. Heidegger’s Experiment” pg 227-235
Complete allegory chart
Thursday, January 29, 2009 (Hard Cover)
Complete question worksheet
Complete study guide
Friday, January 30, 2009
TEST on Dark Romantics
JUNIOR SYLLABUS
DECEMBER 16, 2008 – DECEMBER 23, 2008
Ms Coporale
All Sections
TSWBAT: 1. Identify and define the theme of “American Dream”
2. Determine the role of the Rationalists in the movement of American Literature
3. Read and Interpret Text
Tuesday, December 16, 2008 (Book optional)
Continue and finalize research on Franklin’s Invention
Type 1 page essay on the history of “your” invention
Due by the end of the period
Wednesday, December 17, 2008 (Soft Cover Book)
COMMERCIALS DUE – live or taped presentation; 45 seconds
Thursday, December 18, 2008 (Soft Cover Book)
Review Rationalists & American Dream
Define persuasion and identify persuasive appeals.
Read “Speech at the Virginia Convention” pg 55
Complete WKBK pages 61-62
HW Complete Side Bars
Friday, December 19, 2008 (Soft Cover Book) ½ Day
Complete question worksheet
Monday, December 22, 2008 (Hard Cover)
Define analogy and anecdote
Read Thomas Paine’s “The Crisis, No.1” pg 86
Identify modes of persuasion, analogies, and anecdotes used throughout the story.
(Chart Completion)
Response and Analysis questions 1-5 page 92 – complete for HW if necessary
Tuesday, December 23, 2008 (No Book) ½ Day
Activity TBD
JUNIOR SYLLABUS
NOVEMBER 12, 2008 – DECEMBER 2, 2008
Ms Coporale
All Sections
TSWBAT: 1. Conclude activities to the play The Crucible
2. Identify and define the theme of “American Dream”
3. Determine the role of the Rationalists in the movement of American
Literature
4. Read and Interpret Text
Wednesday, November 12, 2008
Complete Plot Development worksheet on The Crucible
Begin Movie
Thursday, November 13, 2008
Complete Character Identification Crossword Puzzle
Continue Movie
Friday, November 14, 2008
Finish Movie
Round Two: Mashantucket Pequot Museum Trip
Monday, November 17, 2008
Play review game
Study Guide completion on The Crucible
Tuesday, November 18, 2008
TEST!!!
Wednesday, November 19, 2008 (Notebooks)
Notes on Social Justice and Essay writing
Prepare for Trimester Assessment
CRUCIBLE PROJECTS DUES!!!!
Thursday, November 18, 2008 (Notes, Notebooks, Soft Cover, Play)
Trimester Assessment – You Need Notes from Trimester one AND Soft Cover Book; No leaving the room to retrieve materials from locker!!!!
Friday, November 19, 2008 (Notebooks)
Notes on The Age of Reason: The Rationalists
Video Clip American Dreamers
WKST: Responding to the Video 7-8
Monday, November 24, 2008 (Soft Cover Book)
Read “The Autobiography: Benjamin Franklin”
Complete Hand Out #60
Tuesday, November 25, 2008 (Soft Cover Book)
Complete Side Bars pgs 48-52
WKBK pages 53-54
Wednesday, November 26, 2008 (No Book) ½ Day
SURPRISE!!!
Tuesday, December 2, 2008 (Hard Cover)
Quiz on “The Autobiography” and “Poor Richard’s Almanack”
This syllabus is subject to change at the teacher’s discretion.
Individual and Group projects for The Crucible : Due Wednesday, November 19, 2008
The time has come for you to be assessed on the play The Crucible. You will have your choice of projects, both group and individual from which to choose. You are only required to complete one project from the list. For each category you will choose from projects that are valued as an A or a B. The A projects will require more time and effort than the B projects. Choose carefully and have fun!
Individual “B” Projects Individual “A” Projects
Character Wheel (Character’s name goes Character diary in different modes.
in the center. In each quarter of the wheel 1 entry should be descriptive, 1 entry
list one of the following: background, should be narrative, 1 entry should
physical appearance, behavior, and be persuasive, and 1 entry should be
ideas/beliefs.) writer’s choice. Also, age the diary.
Character Mobile (rank the characters in the Epilogue (include characters
play by their social positions in society. from the play in a new situation or
Include physical and personal descriptions facing a new conflict related to the
for each character) story’s events.) (Typed; 2 pages)
Create a wanted poster (imagine one of the Diorama (choose one scene from the
accused witches has disappeared. Create a play and recreate it in model form.
picture with her name as well as a paragraph Be sure to include a description of
that describes her and her crimes.) your scene and why you chose it.)
Group Projects
Create a 3-D model of Salem Village (You need to do some research as to what the Salem village of 1692 might have looked like.) Your model needs to include: Reverend Parris’ house, the church, jail/courthouse, John Proctor’s farm, and Gallow Hill. Be creative by adding trees, dirt, roads, fences, color, etc/ to your model.
Mock Trial ( You will need to do some research as to how court room proceedings work.) Your trial needs to have a judge, the prosecutor, the defense attorney, the accused, and the accuser. You may find real courtroom documents for the Salem trials on line and use that as your guide. You will either present your trial live to the class or you may submit a video tape.
Newspaper (Create a newspaper the “Salem Sentinel”.) You should include a feature story, resident interview, style, editorial, 3 advertisements, and 2 obituaries.
Junior Syllabus: The Puritans
10/9/08-10/24/08
Mrs. Coporale
All Junior Sections
Objectives:
TSWBAT:
1. Identify elements of Puritanical literature
2. Relate the idea of a modern “mass hysteria” to the Salem Witch Hunt
3. Read and construct responses to the play “The Crucible”
Thursday, October 9, 2008
Finish History Channel Movie if necessary
Notes and overview on the Red Scare, McCarthyism, and Arthur Miller
Introduction to the play “The Crucible”
Begin reading pgs 6 – 12
Act I questions (10 for Homework)
Friday, October 10, 2008 (Play Book – In Class)
Continue reading pgs 12 – 25
Monday, October 13, 2008
NO SCHOOL!!! Columbus Day Observed
Tuesday, October 14, 2008
NO SCHOOL!!! Professional Development for teachers
Wednesday, October 15, 2008 (Play Book – In Class)
PSAT
Review Act I; class discussion
Complete Conflict Organizer (Class Work)
Complete remaining Act I questions (Class Work)
Character Interpretation Writing Assignment (Homework)
**Due to the PSAT, today’s schedule could possibly me modified**
Thursday, October 16, 2008 (Play Book)
Begin reading of Act II pgs 26 – 34
Friday, October 17, 2008 (Play Book)
Continue Reading Act II pgs 34 – 38
Complete Act II Questions (Class Work, possible Homework)
Monday, October 20, 2008 (Play Book)
“Your Loss My Gain” Graphic Organizer (Class Work)
Review for Quiz on Red Scare Notes and Acts I & II
Tuesday, October 21, 2008 (Play Book)
QUIZ (ACT I and II)
Begin Reading Act III pgs 39-46
Wednesday, October 22, 2008 (Play Book)
Finish Act III pgs 47-53
Complete Act III questions (Handout)
Homework: Act III Organizer
Thursday, October 23, 2008 (Play Book)
Mass Hysteria Essay
Friday, October 24, 2008 (Play Book)
Complete Essay
Assign Project – Due November, 21, 2008
***This syllabus is subject to change at the teacher’s discretion. The assignments and dates listed above may change due to pacing and timing of individual classes.***
American Literature: The Native Americans
Cycle B 9/09/08 ¡V 9/23/08
Mrs. Coporale
All Junior Classes
Objective: TSWBAT identify elements of the Native American myth, apply critical thinking questions, and construct their own creation myth.
Tuesday, September 9, 2008
Meet and Greet
Overview of policies and procedures
Contact Cards
Wednesday, September 10, 2008(Notebooks Needed):
Notes and lecture on Native American Myths
Thursday, September 11, 2008(Hardcover Books Distributed)
In class reading: ¡§The Sun Still Rises in the Same Sky¡¨ pgs 22-23
Complete questions 1-5 page 26 (Class Work)
Friday, September 12, 2008(Hardcover Book)
In class reading: ¡§The Sky Tree¡¨, ¡§The Earth Only¡¨, ¡§Coyote
Finishes His Work¡¨
Pgs 24-25
Complete corresponding graphic organizer
Monday, September 15, 2008(Hardcover Book; floppy disk))
Complete remaining questions on page 26 for three creation myths
Begin construction of personal creation myth on computer (See Below for deatiled assignment)
Review / Study Guide for Test
Tuesday, September 16, 2008(No Book Needed)
TEST!!!
Complete creation myths
Wednesday, September 17, 2008 (Notebooks)
Complete Creation Myths
Notes on The Puritans
Thursday, September 18, 2008 (Soft Cover Books / Highlighter)
Read "Sinners in the Hands of an Angry God" pgs 23-26
Complete Side Bars / Highlight Passages
Friday, September 19, 2008
Field Trip to Mashantucket Museum
Remaining Students: Assignment Forthcoming
Monday, September 22, 2008 (Soft Cover)
Class work: pgs 27-28
Review Social Justice
Tuesday, September 23, 2008
TBD????
**This syllabus is subject to change. Its purpose is to give you a basis of work for this cycle.**
CREATION MYTH
OBJECTIVE: To create a creation myth in the style of the Native Americans.
The Native Americans had a unique way of explaining the unexplainable. The explanations they gave came in the form of myths. In these myths, it became clear as to how the earth, people, and animals were formed. While they may appear awkward and absurd to us, to the Native Americans they were treasured stories passed down to each future generation.
The time has now come for you to explain the beginnings of the world and the animals and people who occupy it. Construct a one page creation myth in the style of the Native Americans. Be sure to include qualities that are specific to the Native Americans. Some of these qualities are:
„X Animal characters with human attributes
„X Moral lessons
„X Metamorphoses (humans into animals / animals into humans)
„X Archetype (Earth covered by water before creation / Tree of Life)
„X Trickster (coyote)
„X Metaphors
Upon completion of your myth, you may include a picture that best represents your central character or that represents your central idea. Good luck and Enjoy!
This sheet is to be attached to your final submission of your creation myth. Fill out the top part as the bottom part will be completed by Ms Coporale.
I am explaining the creation of __________________________________________
(people, languages, Earth)
My creator is ________________________________________________________
(person, animal, spirit)
An archetype I might use is _____________________________________________
(Tree of Life, darkness into light, Earth covered by water)
The moral of my myth is _________________________________________________
A metamorphoses I might have is ___________________________________________
(animal into human, spirit into human, spirit into animal)
Possible titles of my myth include: ___________________________________________
GRADING RUBRIC
Possible Points Earned Points
Title 1 ______
Typed, Double Spaced, One full Page 2 ______ Size 12 Font, clean mechanics
Elements of Native American Myths 3 ______
Metamorphoses, archetype, equality between
animals and humans
Clear explanation of Creation 4 ______
Total Points 10 ______
Final Grade : _______________
Education Gateways makes no warranty for SchoolNotes.com.
Information on this site is generated by the users. The views
expressed are not necessarily those of Education Gateways or its members, and
Education Gateways is not responsible for user's conduct on SchoolNotes.com.
