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Jamie Maiello » Language Arts 11

Language Arts 11

This year we are studying the American Dream through novels and literature written by American Authors.  The question we will be asking is how can we learn from what has been written and apply it to our own lives?  The American Dream has changed over the years depending on the era of the literature and the authors.  But each author is able to give us insights into the topic and help each student form their own ideas/dreams regarding the American Dream.
Unit 1 - Introduction to the American Dream
In this unit we discussed what the American Dream is.  We discussed Erin Gruell and the book the Freedom Writers and will be referring to it as the year goes along.  Then we listened to a speaker talking about "Awakening the American Dream" in each of us.  We have listened to presentations by three speakers who are working on their American Dream and sharing their thoughts with others.  In addition, we have completed 18 writing topics based on the 18-topic organizer from "Write Like This" by Kelly Gallagher.  Listed below are the links.
August 22 - Sept 7, 2018
DAY 3 - Assignment Instructions:  1) Take notes on each of the four presentations.  The notes should include items that you hear that are important to you or struck a chord with you, or make you think of something. 
Below are the clips and topics to use when writing your topic sentences.
1. Awakening The American Dream -Kevin Maggiacomo
2. Looking Past Limits - Caroline Casey
3. Opportunity in Adversity - Amy Mullins
4. Living Beyond Limits - Amy Purdy
2) 18 TOPIC ORGANIZER:  Download form below..  Choose either the word DETERMINATION, MOTIVATION or ADAPTABLE as your topic.  On the Topic Organizer, write one topic sentence for each box on the organizer based on that presentation.  See below for an explanation of each box.    
Reflection/Express: this is something personal to you.  It can be looking forward or backward.  It is how you react/feel about this topic in relation to your life or life around you.
Inform/Explain:  This is a statement of fact based on the topic in the square to the left.
Evaluate/Judge:  It is an opinion based on what you know.  You are stating whether the object, idea, thing is good or bad and why.
Inquire/Explore:  This topic sentence should be a question.  You are wondering/wrestling with a statement or problem.
Analyze/Inquire:  This is scientific in nature.  You are performing a type of study on a particular subject - research.  This most likely would have a hypothesis.
Take a Stand/Propose A Solution:  Take a side and not only prove your point, but provide a solution to the problem.
3. SOAPSTone Organizer:  Download form below.
Speaker - Choose one topic sentence from the Topic Organizer and write it in this box.  This is what you will write your paper about.
Occasion - choose where/when you will be giving your essay.  (It can't be because it is an assignment.) It might be a speech or a presentation.  You may be writing a YouTube video or a magazine article.
Audience:  Based on the Occasion you chose, who is your audience. You must be specific. You can just say people. What age group? What type of people? Etc. 
Purpose:  What is that you want your audience to be inspired to do or learn from your article, speech, etc?
Subject:  (The word you chose.)
Tone:  What is the emotion you want your audience to feel by the words that you choose.
4.  Essay Organizer:  Complete the Essay Organizer.  Download the form below.
Thesis:  This is the sentence you chose from the Topic Organizer.
Reasons (3):  What are the 3 reasons that you will choose to support your thesis statement.
Concrete Example:  What specific example will you use to prove your reason.  It can be personal experience, observation of someone else, comparison of 2 or more people/ideas, etc., or expert testimony - someone of credibility who is talking about the same subject.
Explanation: Tell about your example - who, what, where, when, why.  Be specific and creative.
5.  MLA Rubric:  Download this form below. This is how I will grade your essays and what I expect in your essays throughout the year 
6.  Based on the organizers, write your essay.  Be sure it starts with a good introduction.  Be creative.  It should include your thesis sentence and a mention of the 3 reasons you will be discussing in your paper.
7. FINISHED ESSAY on Utah Compose  DUE:  Sunday, September 23 by midnight for full credit.  Currently, we are working on the rough draft in class.  Week of September 10, were typing in a computer lab to being to put the essay in final form.
UNIT 2 -  The Crucible & McCarthyism
In this unit students will be learning and understanding the following Big Ideas:  We can learn from past experiences.  We can stand up for what is right.  We will be studying "The Crucible" written by Arthur Miller and the Puritan Era as it applies to these big ideas.  We will be discussing bullying and it applies to "The Crucible" and what we can learn from it.  Then we will be studying the McCarthy era and how it relates to "The Crucible".  Then we will be discussing through a Webquest Activity the Big Ideas and relate them to ourselves and today's world.  We will then be writing an informative/explanation (factual) paper 500-750 words explaining what they have learned.
Reading: We are also reading Act 1/Act 2 of the Crucible in class.  Complete the Study Guide below.
Unit 2 Assignments
9/17/18 - The Crucible and McCarthyism.  In class we divided up into groups and completed a webquest.  ASSIGNMENT:  Webquest Activity:  The students will begin by being separated into groups and completing a Webquest based on topics having to do with "The Crucible" and McCarthyism.  They will be making a poster that will complete a Gallery Walk where they will learn about this era from each other.  Students missing/not participating in the in-class activity will need to create a  poster  on one of the Webquest Activity topics of their choice and attached below.  Choose from Topics 1-5.
 9/25-29 - Film Clips/Discussion of Good Night, Good Luck - docudrama of one man's stand against McCarthyism.   This is the story of Edward Murrow who stood up to Senator McCarthy even though it was not a popular thing to do and set in motion the downfall of the McCarthy era. 
10/1 - 5: The Crucible - Reading Act 1 - getting to know the characters.  Film clips from movie to help with characterization and understanding of events.  Students are working on Study Guide 1-2 questions to help with understanding and discussion in class. Assignment:  Read Acts 1& 2 of the Crucible (Full text found below.)
10/9-12: The Crucible - To better understand what is happening in the Crucible, this week the students are learning about Herd Mentality and the themes of Intolerance, Hysteria, and Reputation and they apply to the events in the Crucible and discuss how these principles affect our lives today.  ASSIGNMENT:  Read the article on Herd Behavior and complete the Herd Behavior Student packet.
10/23-27 - In class we discussed bullying and how it applies to the Crucible.  As a group, students completed a worksheet about what they learned from the Articles they found on bullying.  Students who were not in class either of the days that the project was worked on may do the following.  Make up assignment:  Look below to find the Article(s) on bullying.   Using the information from the Articles, the Crucible, The McCarthy Era, and Herd Behavior, complete the topic organizer, the SOAPSTone organizer, and the Essay organizer.  The topic is Bullying.   When your finished with the organizers, write your essay in UtahCompose.  It is due on Tuesday, November 6 by midnight.  There is no grace period.
 NOVEMBER 1 - October's Book report and reading log are due.
Unit 3 - Freedom Isn't Free - The Art of Rhetoric  (See below for materials needed)
REMINDER - DUE Dec 7:  Book report is due for November. Your Choice
November 6:  ASSIGNMENT: We worked on writing skills and completed two worksheets on Commas and abstract nouns.  The class also completed the Word of the Day Test #2.
November 8 - 14:  - - WEBQUEST - Patrick Henry, Thomas Jefferson and Thomas Paine.  Completed this in class discussion.  ASSIGNMENT:  Choose one man and complete the corresponding webquest page/form. Write a one-page essay or design a poster to share what you have found. 
November 15-21:  Worksheets - Commas, dashes, and Gerunds. See Unit 3 below.
November 27 -: Unit 3 - PowerPoint - Emotional Appeal.  Take notes from each slide. The information will be used on a quiz on Emotional Appeal next class.  Notes will be used on the quiz.
November 28:  Quiz on Emotional Appeal.  Begin PowerPoint on Why Study Persuasive Language?  We will be taking notes.  Key ideas are underlined.
 November 30:  Finished the taking notes and discussing the PowerPoint "Why Study Persuasive Language?" We watched the YouTube video - Patrick Henry's speech:  After the speech, the Assignment was to write a paragraph telling 5 examples of the persuasive techniques used, what were the techniques used, and write a paragraph about how  the speech make you feel?  What emotions did it envoke?
The power point is loaded below.  Please make sure that you get the important information from each slide.
Dec 4, 6 - 1. Using the Patrick Henry Speech Analysis form and the Student analyzation notes, underline and annotate the different types of Persuasion used in the speech.  2. Annotate this in the second column.  3. In the third column, analyze and state why he might have used this technique and what he was trying to get his audience to understand or do? 
Dec 10 - 14: Annotating and Analyzing speeches and Writings of Patrick Henry, Thomas Paine, and Thomas Jefferson. 
1. Using the Why Persuasive Student Notes (below), complete the Patrick Henry Speech analyzation.
3. Write 5 things you learned about Thomas Paine from each video.
4. Read The Crisis #1 - just read it through to get a feel for it (see below). 
5.  Begin analyzing just the first paragraph using the Persuasive Student Notes. 
6. After analyzing entire excerpt, summarize, in your own words, each paragraph stating who/what Thomas Paine was trying to get the people to understand or do.
December 17-21:  As background to analyzing The Crisis and Declaration of Independence we watched film clips about the Revolutionary era and the people who stood up for what the believed.  Notes were takes and summary of each clip was written regarding the feelings between the British and colonists.  Students needed to make sure the explained and described what was going on.  Also kept note on 5 important people of the era.
October Book Report/Reading Log - Due Nov 10
November Book Report/Reading Log - DUE Dec 7.
(3rd Term) December Book Report - DUE Jan 15 - Must be on something having to do with the Revolutionary War. Can be a person, event, etc., fiction or non-fiction. 
Jan - February 15:  Discussed Nature and Transcendentalism.  Watched the film Moby Dick to emphasize Nature and it's importance to Man. Discussed Transcendentalism and how it affects our lives today.  ASSIGNMENT:  Webquest on Transcendentalism.  Use the internet to find the answers to the questions.
ASSIGNMENT:  Transcendental Cartoons:  Choose 3 and state what principle of Transcendentalism it applies to.
TEST:  Using your webquest and cartoons as "open-book" information, take the quiz.
Feb 19 - 27:  Cultural Heritage Presentation.  We watched the film: Huck Finn and discussed regionalism.  Students are to use the questions and rubric to complete their Power Point on "The Struggle to Become American through Diversity"  Scroll down to see download the assignment. 
DUE: Feb 27.
 - Prediction/Prophecy Essay.  This essay was completed in class.  Follow the directions on the essay.  Complete and turn in.  Essay directions below.
 - Students complete a Webquest on Benjamin Franklin searching out information about him and answering questions.  Then, as a class we discussed what they found out about Mr. Franklin.  If you missed class, the Webquest can be found below.  Complete the questions and turn the assignment in.
 - Review Annotation:  Read ANNOTATION INSTRUCTIONS: ASSIGNMENT 1 - Annotate the Bradfield poem and summarize what the poem is about.  We watched Evan Carmichael's presentation on Ben Franklin  ASSIGNMENT 2: Write down the 3 main ideas given in the video.  ASSIGNMENT 3:  Summarize what you learned and how these ideas can be applied to your live and the achievement of your American Dream.
 - Franklin's Plan to Become Successful  Using the Annotation Insturctions, Review Annotation:  ASSIGNMENT 1 - Read and Annotate the article "Autobiographies". Summarize the article and answer the following questions: 1) What is an Autobiography? 2) What makes a good biography? 3) How would you write an autobiography..  READ: Annotated version of Franklin's autobiography.  ASSIGNMENT 2:  Write a summary of how his plan went, what he learned, and what he wanted his descendants to know.  ASSIGNMENT 3:  Autobiographical Writing Assignment.  Write a "memoir" or short story on your life (1-2 paragraphs).  Then choose one of Franklin's 13 virtures.  Tell me which one "fits" your story and why.
 - Complete the Autobiography organizer and write Rough Draft essay.  Don't forget, there should be two "examples/stories" for each section of the organizer.  Both will be written for your final essay.
  In Utah Compose, type your rough draft into a final essay.  Today, the class typed their Autobiography into Utah Compose.  You can complete this activity at home by logging into  Select Practice and look for the Prompt - Autobiography.  Type your paper here.  Login:  000XXXXXXX  (your SSID #; be sure to put the zeros in) Password - lunch number.  I will not accept the paper after Friday, Nov  17.  You need to have a minimum of a 15 score when you submit.  If you need to make corrections or add more to your essay:  Select the "Home" page.  Click on the date of your latest revision and it will let you enter the document to edit.  REMEMBER - I will not accept any submissions after Nov. 17.
 - Annotation Project: 1) Read through the poem by Phyllis Wheatley. Then find the definitions of the words to the right of the poem.  Add:  Columbia and who she is.  (Eolus is a person - greek mythology).  2) Then complete the Vocabulary Builder page.  3) Practice paraphrasing on the Clarifying Meaning page.  (Be sure to find the definitions of the words in italics to help you paraphrase.)  4)  Read the poem again and paraphrase each paragraph on the page behind the poem.  Then summarize the entire poem in a few sentences at the bottom of the page.
 - Book Report DUE - Autobiography or Biography on any person.  80+ page book.
Aphorisms.- See PowerPoint below.  Take notes from each slide to use on the Parallelism/Meter test.  PROJECT:  Create your own Aphorism - must be your own.  First choose the lesson you would like to teach with your Aphorism, then follow the directions on the project page.  Should be approximately 20 words or less.  There are many examples of aphorisms in the Power Point. Must also make sure you edit your words to form a type of parallelism and use one type of meter in your Aphorism.  DUE:  No Later Than 12/8.
 - Persuation:  This is follow-up/continuing on what we learned about parallelism.  Below is a PowerPoint on Persuasion.  In upcoming lessons, we will be identifying types of persuasion and parallelism in US documents.  ASSIGNMENT:  Take notes on each slide.  These notes will be used in the final test for this unit.
 - The Crisis - Persuasion and Parallelism: 1. Read The Crisis by Thomas Paine.  2. Using the Rhetorical Analysis worksheet - Find examples for each item and write into the worksheet.  3.After you are done, check your work against the PowerPoint - The Crisis - Rhetorical Analysis.  4.  Highlight and annotate each example from the PowerPoint onto the document "The Crisis" to keep in your folder to help you with upcoming assignments.
 - The Declaration of Independence:  The Declaration of Independence is a formal document written to the King of England and to the world.  It is a perfect example of a well-written persuasive argument.  Where The Crisis #1 was heavily pathos, The Declaration of Independence with written as a logical argument, with some ethos and pathos written into it.  The Declaration starts with an outline or why they are seeking independence (breaking of the Social Contract/Locke).  Then they ask the "candid" world" to see the proof of this break.  The Declaration then lists the grievances committed by the King/ Britain.  The next part of the document addresses what the colonists have tried to do to fix things with their King/country.  The last paragraphs basically summarizes the above and states the logical argument that the colonists have lived with the grievances, tried to fix the problems and nothing has happened.  Therefore, they declared their independence (they demonstrated that the social contract had been broken).  ASSIGNMENT:  See the Powerpoint - The Freedom To Be - start with the slide on Thomas Jefferson.  Complete the worksheet - Rhetorical Analysis - The Declaration of Independence.
:  PERSUASION ESSAY - To complete the unit on Freedom, students will be required to write a speech/article using all the points that we have learned in this unit. Attached below is a graphic organizer "Speech Outline".  The first 2 pages are the outline.  Students are required to fill this out completely.  Once the outline is complete, then students will complete the rough draft (pages 3-5).  The rough draft is outlined with exactly what the students are required to have in their papers to help them focus what they are writing.  On Thursday and Friday of this week, students will be typing the essay into Utah Compose. (After logging in, type "Persuasion" into the search bar to find the actual prompt that has been created.)  Outline and Rough Draft will be handed in on Jan 22/23.  FINAL DRAFT DUE:  January 
Unit 4 - Naturalism, Realism & Regionalism - 
To complete this unit, we will be comparing different types of literature through film, poetry and short essays/stories and learning about how Naturalism, Realism, and Regionalism are used in each.
January 22 - Feb 2 Naturalism:  As a class we watched and discussed how we are all connected to nature and how it affects us.  In watching the film Moby Dick, with Gregory Peck, we discussed the evidence we found connecting nature and Ahab's obsession, how nature affected Ahab and members of the crew, and wrote summary's of plot action.  (Students who are unable to access the film, need to see me to find a time to watch after school.) ASSIGNMENT:  1. Watch the film.  2. Write a summary of the plot for each 30-45 min segment. 3. 1st 30 min segment: Give 5 examples of how the characters were affected/related to nature in the first 30 min segment; 2nd 30 min seg:  3 examples of Ahab's obsession with the white whale; and 3rd 30-45 min seg - 5 examples/evidence of connections to nature and how it affects the crew and 2 examples of how nature affected Ahab and his obsession.
 February 5 - Feb 9th - Transcendentalism & Nature Part 1 - Today we began the PowerPoint on Transcendentalism - Individualism & Nature.  Please read the power point to the first assignment (through slide 6).  Take notes on the important ideas of each slide.  ASSIGNMENT:  Choose 1 of the following essays:  Nature; Self Reliance; Civil Disobedience; and Walden.  1) Read the essay, 2) answer the questions, 3) then, state the main point of the essay and write a 1/2 page summary of what the essay was about. 
Transcendentalism & Nature Part 2 -   Power Point (slide 7 - 18)  ASSIGNMENT:  1) Take notes on the important ideas of each slide.  2)  Follow the directions on slide 18 and complete the assignment as written.
 Feb 12 - February 22 - Regionalism & Realism - In class we watched film clips from Huck Finn and The Help, as we discussed Realism - the faithful representation of reality and Regionalism.  In other words, "it is what it is".  The notes/ discussion were turned in.
 Feb 23 - March 13 - Power Point - Your Cultural Heritage (see the instructions on The Struggle to Become American)
MARCH - 15-22 -  Final Unit Essay 1-2 pages.  Comparison Paper on Huck Finn and The Help.  In class we discussed the themes and attitudes of the people regarding diversity and slavery.  In the essay, you will need to compare the two films attitudes and discuss ideas/culture that are the same and different between the two films.  In other words, how far had we come, as a nation in accepting African Americans?  Students have had extra time to complete this essay.  DUE Wed, Mar 20, which is the last day of purple day classes before Spring Break.
March 22 - End of Term
Unit 5 - Universal Themes
April 2 - :  Intro into Universal Themes and Ethan Frome (the novella we will be reading).  In this lesson the PowerPoint was introduced to give a background on Edith Wharton the author of Ethan Frome.  In class we discussed how life experiences often affects what is written in stories and poetry. 
ASSIGNMENT - 1) Read the PowerPoint below and list 5 important things you learned about Edith Wharton. 
2) Go to the following website.  Cover up the words on each page of the story (no peeking) and write a story of your own based on each picture.  You are writing a children's story, so 2-3 sentences for each page is acceptable.  After you have written your story, go back and read the real story. Answer: What is the theme of the actual story?  What is the theme of your story?  Why don't they match?  Submit both parts of the assignment upon your return to class.
April - ETHAN FROME:  Today we talked about inferences.  We also read the first three pages of Ethan Frome.  This book is an example of a "frame" story.  A frame story starts with a narrator begins and finishes the story and then the middle of the book is the actual story.  Another example of a frame story is Frankenstein.  ASSIGNMENT:  1) Complete the 4 inference exercises. 2) Complete the Crystal Ball exercise.  Choose 1 letter a-f/statement.  Using that one statement, fill in the 2 boxes below. Complete only this page of the Student Activity Packet.  Based on the one statement, predict the person's character and how if will affect his life in the future.  3) Read the first three pages of Ethan Frome and answer the 8 questions that are in the margins which go with the numbered portions of the paragraph. Make sure that you list specific evidence from the book to use in your answers.
April 2 - 20 - ETHAN FROME - Today we watched a film clip from "Its a Wonderful Life".  We will be comparing the film with the novella, Ethan Frome.  Both are frame stories and both are caught up in a life where the choices they make have consequences.  We will be comparing the characters and their choices.
April 2-3 ASSIGNMENT:  Complete just the Crystal Ball exercise for "It's A Wonderful Life" for today's assignment. 
April 4-6 ASSIGNMENT:  See below for an Adaptation of Ethan Frome.  Read: Prologue and Scenes 2 and 3.  Then complete Page 2 of the Ethan Frome Activities.  This is a character study and requires you to think about one of the characters and then complete the assignment.  This is Due:  April 9 or 10 depending on what day your class is.
April 9-13 ASSIGNMENT:  Finished the last film clip of "It's a Wonderful Life."  Wrote a 2 paragraph essay summarizing the film and using the topic sentence:  How much control do we have over the choices we make?
April 16-20 Lesson/Assignment:  This week we will finish reading the adaptation of Ethan Frome.  After finishing reading the adaptation, complete the 2 assignments.  ASSIGNMENTS:  1) Complete the exercise on Page 2 of the Activities/It's a Wonderful Life.    2) Complete the essay on Pages 3-4 of the Activities/It's a Wonderful Life.
April 21-24 Narrative Essay:  ASSIGNMENT:  Complete the Essay (see above).  This is to be a narrative...a story, complete with a beginning, middle, and end.  It must include dialogue.  As Clarence helped George change his life, you need to decide at one point on the life timeline of either Ethan, Mattie, or Zeena, different choices can be used to change their life.  DON'T tell me what Clarence is going to do.  SHOW me through the written word.
UNIT 6 -7:  Story Elements & Universal Themes:
April 25 - May 11:  In studying story elements, we have been watching and analyzing 3 films based on short stories.  We have filled out a graphic organizer and discussed the story elements in each.  To complete the assignments for this unit and to become familiar with the different elements of a story and universal theme, you will need to read 3 stories (see below) and complete the graphic organizer for each story.  The stories are:  The Diary of Eve, The Story of an Hour, and Occurrence at Owl Creek.
Final Test:  May 10 - Hand out the final story.  This story is to be read over the weekend and then brought to class to be used to complete the final test.  The story is:  A Jury of Her Peers.