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Crucible Review

Sorry for the delay! Here's your Crucible review. Look over the following questions and answers. Also, check out the attached PowerPoints for info on Puritanism, McCarthyism, and the Hollywood Ten. Make sure you know each character's name and what they did in the play. Also, study any notes we took on themes in the play and on Arthur Miller's life.

Download file "hollywood 10.ppt"
Download file "The Crucible.ppt"

Act One 1. "So now they and their church found it necessary to deny any other sect its freedom, lest their

New Jerusalem be defiled and corrupted by wrong and deceitful ideas." What is the irony in that statement?

The Puritans came to this country for religious freedom; however, when they got here they persecuted others as they had been persecuted. They turned their colony into a place almost as bad as the place they had left.

2. Explain how the witch-hunt years were a time of "general revenge." Being under such strict laws and commandments, the Puritans had to repress a lot of their anger and spirit of revenge towards their neighbors. When the witch hunts started, it was an excellent opportunity for them to "let their hair down" and get revenge on their neighbors for whatever petty squabbles they had been having.

3. Identify Tituba, Abigail, Betty Tituba was Parris' slave woman from Barbados. She went with the girls into the forest and was accused of conjuring spirits, accused of being a witch. Later, she confessed to being a witch to save her life.

Abigail was Parris' niece. She lived with Parris because her own parents had been killed by Indians. Abigail was the main instigator of the witch hunt; she enjoyed the attention and tried to get revenge on several people in the village, particularly Elizabeth Proctor. She wanted to take Elizabeth's place as John Proctor's wife.

Betty was Parris' daughter. In the opening scene, she has had some sort of a fit, and the only explanation the people of Salem can find for her condition is the presence of witchcraft in their village.

4. Why does Mrs. Putnam believe there are witches in Salem? She has lost many babies in their first few days of life, and the child of her only successful childbirth (Ruth) is acting peculiar. Witchcraft is her answer to these strange events.

5. Why is Thomas Putnam bitter? His candidate for minister was rejected, and his attempt to break his father's will had failed. He considered himself to be the intellectual superior to most of the people of Salem, and yet he often did not get his own way. He was a greedy, frustrated, bitter man.

176. Parris says, "Oh, Abigail, what proper payment for my charity! Now I am undone!" What does that mean?

Parris was having troubles of his own before the story began. His controversial appointment had left his parish divided and argumentative. He was trying to keep everything together. Now, his niece's flirting with witchcraft would bring further doubts upon his ministry and give his enemies more ammunition against him. After he has taken her in and provided her with a home, she has done something which could likely cause his ruin.

7. What is Mary's argument to Abby? She wants Abby to tell the truth about the happenings in the woods. The worst that can happen to them would be that they would be spanked and reprimanded. She suspects that if the lies go on, things could get out of hand and the punishment would be far worse (jail or hanging).

8. Describe Proctor. Proctor is a strong, fit man in his thirties. He is a farmer. Basically he is an even-tempered man, soft-spoken, but full of authority and confidence.

9. What happened between Abigail and John Proctor prior to the opening of the play? They apparently had an affair.

10. What was the "sign" that Betty was bewitched? She could not stand to hear the Lord's name.

11. Identify Francis and Rebecca Nurse. Francis was a levelheaded man, greatly respected by many of the village people. He was known for his calm nature and abilities as an arbitrator. Rebecca, his wife, was a truly good woman, kind and gentle in her manner. Rebecca helped to deliver some of the Putnam's babies.

12. Explain the political relationship between the Putnam and Nurse families. The Nurses were not liked by the Putnams because of some land disputes, and this conflict was somewhat revenged by the Putnams when Ann Putnam accused Rebecca of bewitching her newborn babies (implying she was responsible for their deaths).

13. What did Rebecca do to Betty? She stood over Betty and quieted her.

14. What is Rebecca's explanation of the girls' behavior? She thinks the girls have made up their story to get some attention and that in a few days when the sport wears off, the whole thing should be forgotten. Not much attention should be paid to the girls.

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15. "There are wheels within wheels in this village and fires within fires." Explain. There were many political and personal grudges held among the people of Salem, all mixed up with their social and religious beliefs. The whole affair was rather tangled and deep-rooted.

16. What is Proctor's reason for his not regularly attending church? He doesn't like Parris. He thinks there is too little mention of God in church and too much mention of fire and brimstone. He also doesn't think Parris is a very good minister because he seems too concerned with material wealth.

17. What does Parris want? Parris wanted the deed to his house, and firewood in addition to his salary.

18. Giles says, "Think on it now, it's a deep thing, and dark as a pit." To what is he referring literally and symbolically?

Literally, he is talking about the fact that people are not getting along and are suing each other at an alarming rate. Symbolically, he is talking about the deeper-rooted problem that their system of theocracy seems to be failing.

19. What do Putnam and Proctor argue about? What does this show? They argue about lumber and the ownership of a piece of land on which the lumber grows. We are shown Putnam as a land-grabbing man who will use devious means to get what he wants.

20. Who is Rev. John Hale, and why does he come to Salem? Rev. John Hale is an expert in witchcraft. He comes to Salem to do what he can to help the town rid itself of witchcraft.

21. Hale says, "They [the books] must be [heavy]; they are weighted with authority." What is the significance of this remark?

Symbolically, the books usually stand for education, learning, the educated. In this case, these books are filled with information about the devil and witchcraft (and how to get rid of it). It has not-very scientific and not-well-proven information, information which, we believe, is by its very nature, not substantial. Yet, the people of Salem and John Hale put their faith in it. In much the same way, they later place their faith in the girls and the girls become weighted with authority although they (the girls) have information that is not substantiated.

Another possible symbolic interpretation would be an analogy between their faith in these books and their faith in the Bible. The books they believed in were, in effect, their law; they were from where the justification for the Puritan society originated. Because of this, they were weighted with authority.

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22. To what did Tituba confess? Why? Tituba confessed that she conjured spirits and met with the devil and signed his book. Parris was leading her to give those answers. If she had not "confessed," she would have hanged.

23. What do the girls do at the end of Act One? They admit that they were bewitched, and they started naming the names of people they had seen with the devil.

Act Two 1. Where does Elizabeth want John to go, and what does she want him to do there?

Elizabeth wants John to go into Salem to tell the authorities that the girls are not telling the truth.

2. What is John's response to her prodding? He is reluctant to go. He understands that he probably should go, but he does not want to get personally involved with the activity.

3. What gift did Mary give Elizabeth? Mary gave Elizabeth a "poppet" (doll) she had made while sitting in court.

4. What was the "evidence" against Sarah Good? She confessed to witchcraft. The girls said she nearly choked them to death (and they acted so) in court. She mumbled when after begging for cider and bread, she had been turned away. She could not recite the commandments in court.

5. Why doesn't Proctor want Mary to go back to court? If she goes back, that makes him further involved. Also, he believes that the accusations are false and the girls are frauds. It isn't a just court in Proctor's eyes.

6. Why does Elizabeth think Abigail wants to kill her? Elizabeth knows of John's affair with Abby. She believes that Abby wants to take her place as John's wife.

7. Why did Hale come to Proctor's house? Hale came out to question all accused persons for himself, so that he would have some knowledge of the people before they appeared in court or jail. He came to Proctor's house to question them to see if either of them had any suspicious activities which would relate to witchcraft.

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8. What things are "suspicious" about Proctor and his family? Proctor does not go to church regularly. His youngest son has not been baptized. He does not have total faith in Parris, the minister. It takes both Parris and Elizabeth to remember all of the commandments. (He significantly forgot adultery.)

9. Hale asks Elizabeth if she believes in witches. What is her reply? If she is accused of being a witch, she cannot believe in witches. However, if the Bible says that witches exist, she cannot dispute the Bible.

10. On what charge(s) was Rebecca Nurse arrested? She was arrested for the "marvelous and supernatural murder of Goody Putnam's babies."

11. Why does Cheever come to the Proctor house? Cheever comes to arrest Elizabeth.

12. Explain the significance of the needle in the "poppet." Abigail had accused Elizabeth of sticking a needle in her (Abby's) stomach through the use of a "poppet" (doll). Cheever asked to see the doll that was in Elizabeth's house (the one that Mary had given her). When he looked under the dress, there was a needle stuck in the abdomen of the doll. On the basis of this evidence, Cheever determined that witchcraft was possible and did, in fact, take Elizabeth to prison.

13. What will happen to Proctor if he tries to discredit Abby? She will tell that they had an affair; she will discredit his name by calling him a lecher.

14. Why doesn't Mary want to testify about the doll? She doesn't want to testify because she is afraid of Abigail. She knows Abigail will "get her" if she goes against her.

Act Three 1. Why do Giles and Francis want to talk to Danforth?

They go to try to persuade the judge that their wives are good women, not witches.

2. What is Parris' argument against Proctor? Parris says that Proctor is trying to overthrow the court.

3. What does Mary tell Danforth? "It were pretense, sir." The girls have been lying.

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4. When Danforth hears that Elizabeth is pregnant, what does he allow? He allows her time to see if her "natural signs" appear. If they do not, and she is truly pregnant, he will allow her one year before she is hanged, to have her baby. The point is that if Proctor is just trying to save Elizabeth, he need not continue with his arguments; she is saved for another year.

5. What paper did ninety-one people sign? They signed that Rebecca, Elizabeth and Martha were all good, upstanding, God-loving citizens.

6. ". . . a person is either with this court or he must be counted against it, there be no road between." Explain the importance of Danforth's statement.

Danforth (and the Puritan doctrine) left no room for in-between cases. Either people were witches or they weren't. There was no room for "appearances." If one opposed the court, one would be in contempt. There was no room for error on the part of the court and no room for question or correction of the court. It could, then, go on forever in its incorrect path.

7. What quote did Proctor use to help Mary remain brave? "Do that which is good, and no harm will come to thee." It is ironic in a layman's point of view that Proctor later does that which he believes to be good and yet he is hanged. From a religious standpoint, though, one could interpret the quote as being correct, if in fact Proctor's soul was saved.

8. Of what does Giles accuse Putnam? He accuses him of killing his neighbors for their land. (If a person were hanged as a witch, his or her land would go up for auction. Putnam was the only man with enough money to buy up all the land.)

9. What is Hale's problem as Proctor and his friends present evidence to Danforth? Hale begins to realize that Proctor and his friends have a valid point and that the people who had been accused and sentenced so far could very well have been innocent.

10. Hawthorne thinks of a test for Mary. What is it? Can she do it? Why or why not? He asks Mary to faint, as she fainted in the courtroom. No, she can't do it in front of Hawthorne on demand. She says that she was able to in the courtroom because the mood was set and she got caught up in the mood with the other girls, which enabled her to do it there.

11. Proctor calls Abigail a whore, and he confesses his lechery. Danforth tests Proctor's statement by calling for Elizabeth and asking her why Abigail was dismissed. What does Elizabeth say?

She lies to protect John.

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12. What do the girls do to Mary? What is her response? They pretend that her spirit is coming to get them, that she is herself doing some bewitching. Mary tells them to stop it, but when they don't, she ends up breaking down and joining them (for her own protection).

13. What happens to Proctor? He is jailed for his contempt of the court and his suspicious activities.

14. What does Hale do? He quits the court.

Act Four 1. What explanation does Cheever give for Parris' "mad look"?

He thinks it is caused by the cows. In other words, the cows are left wandering since their masters are in jail, and there is much contention in the town about ownership and the whole political scene.

2. What did Abigail do? Abigail stole money from Parris and disappeared, reportedly left on a ship.

3. Parris says, "You cannot hang this sort. There is danger for me." What "sort" does he mean, and what is the danger to him?

Because Proctor, Rebecca, Elizabeth, Martha and others were upstanding citizens, generally respected in the community (as opposed to Sarah Good who was a beggar woman), people were truly doubtful of their connections with the devil. Since Parris was so involved with the prosecution of these individuals, he was beginning to get threats on his life.

4. Explain Danforth's reason that a pardon would not be just. If he would pardon the remaining accused, the people who had been hanged would have died in vain, unjustly. Rather than admit that the court could have been wrong and therefore admit the others may have been hanged unjustly, he thought it better to continue hanging people so all accused would get the same treatment from the court. His logic was peculiar to say the least.

5. Why has Hale come back to Salem? Hale has come back to Salem to encourage the accused to confess and save their lives (whether they are guilty or not).

6. What does Hale want Elizabeth to do? Hale wants Elizabeth to convince Proctor to confess.

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7. What happened to Giles? Giles was pressed to death during questioning.

8. Proctor says, "My honesty is broke, Elizabeth, I am no good man." Explain. At this point, he has decided to confess even though he is not guilty. He is telling a lie to save his own life. That in itself takes away his goodness, his honesty. Besides the fact that lying is a sin, he has broken the code of a man's life. Even non-religious people recognize the importance of honesty to one's character. He has broken this code; he is a sinner, he is a failure as a man.

9. What "confession" did Elizabeth make to John? She tells him that after much thought, she feels she is also responsible for his affair with Abigail. She thinks if she had been a better, warmer wife, he would not have been inclined to place his affections elsewhere.

10. What did Proctor do after he signed the confession? Why? He held the confession and would not give it up to be publicly posted. He knew he was not guilty and did not want to have his lie used to make other innocent people give up their goodness.

11. "I have given you my soul; leave me my name!" Explain. By confessing, Proctor has ruined himself, given up his goodness. His hopes for eternal salvation have been destroyed. Since he shall remain alive on the earth for some time to come, he at least wants to have his good name so his life here will still be good. If he has to suffer eternally, the least they can do is to let his remaining years on earth be bearable.

12. "He have his goodness now. God forbid I take it from him!" What does Elizabeth mean? Since Proctor refused to make his confession public, the authorities have decided it will not be accepted. He will hang as if he had not confessed. Proctor regains his goodness by accepting his death by hanging rather than becoming an accomplice to the misguided authorities and by holding to the truth that he was not in partnership with the devil. If she were to convince Proctor to give a public confession (and thereby save his life), Elizabeth would put him back in the situation where his goodness would be lost. Then, the loss of his soul would be at least partly her fault. Besides not wanting that responsibility, she recognized the importance of Proctor's eternal well-being and wished that for him over her own desires.

"Araby" study guide

Read pages 6-15 for Wednesday!

Download file "araby_analysis.pdf"

"The Gilded Six-Bits", Harlem Renaissance notes

Download file "thegildedsixbits.pdf"
Download file "THE HARLEM RENAISSANCE powerpoint.key"

Lessons/Homework - Week Eleven



Days


8A/B


English III


Creative Writing


Monday


Discuss this week’s spelling and vocabulary. Review for Animal Farm exam and discuss AF creative project.


Copy week three SAT/ACT vocabulary. Finish reading Langston Hughes “Theme For English III” projects aloud. Quiz over Z.N. Hurston’s “Sweat,” and begin reading Hurston’s “Gilded Six-Bits.”


Workshop Halloween/scary stories.


Tuesday


Discuss the proper process involved in writing a cause and effect essay. Look at common errors committed in compare/contrast essays and how to fix these problems.


Submit final WWI editorials. Quiz over Hurston’s “Gilded Six-Bits.” Discuss common themes and symbols found in Hurston’s writings. Examine L. Hughes’ poem, “A Dream Deferred.” Recitation of poem set for the following Monday.


Finish workshopping scary stories.


Wednesday


AF exam. Work on planning for C & E essay once exam is complete.


Begin discussing the expectations involved in our Harlem Renaissance Gold-Seal Lesson: “The American Dream.” Students will examine the rhetoric of primary documents found during the Great Migration in correlation with discovering African American families’ American dreams during that time.


Examination and discussion of the art of memoirs. Look at portions of Sylvia Plath’s “The Bell Jar” in correlation with viewing clips from Girl Interrupted. The goal is to examine the ways in which emotions are portrayed in memoirs.


Thursday


Complete pre-writing and rough draft for C & E essay. Move on to revising and editing upon completion.


Brief overviews of the remaining poets, philosophers, novelists, and musicians who stood out during the Harlem Renaissance. Break into groups to begin planning writing component of American Dream/Great Migration lesson.


Students will be asked to bring a photograph that portrays an important event in their lives. Short pieces will be worked up based on the emotions projected from the photographs.


Friday


AF spelling/vocabulary quizzes. Work on AF creative project upon completion of these.


ACT/SAT Vocabulary quiz. ACT/SAT Grammar review.


Workshop short photograph pieces.


Lessons/Homework - Week Ten



Days


8A/B


English III


Creative Writing


Monday


Discuss this week’s spelling and vocabulary. Continue drafting, editing, and revising compare/contrast essays.


Submit WWI compare/contrast essays. Copy week two SAT/ACT vocabulary words and discuss their usage. Introduction to the Harlem Renaissance.


Workshop adapted news stories.


Tuesday


Quiz over assigned chapters in Animal Farm. AF discussion and continuation of allegory notes. Quiz - elements of literature.


Peer review war editorials (final draft due Thursday). Examine the life and poetry of Langston Hughes. Analyze “Theme for English B.” Introduce “Theme for English B” writing assignment, due Friday.


Examine several story ideas from H.P. Lovecraft and E.A. Poe. Discuss how these might be adapted into modern horror stories.


Wednesday


Submit completed compare/contrast essays. Begin discussing cause/effect essays and how they are constructed.


Read and discuss the life and stories of Zora Neale Hurston. Analyze Sweat.


View clips from several classic horror films. Discuss how these can be translated to story form without harming the integrity of the horror.


Thursday


Spelling quiz, with partners, work revised AF crossword puzzles.


Submit final drafts of war editorials. Review of common grammatical errors found in ACT English portion passages.


Compose original Halloween tales.


Friday


Submit cause/effect topic ideas to be reviewed. Begin discussing AF creative project (AF exam will be given the following Wednesday).


Submit and present “Theme for English B” writing projects. SAT/ACT vocabulary quiz.


Continue the Halloween tale composition process.


Lessons/Homework - Week Nine



Days


8A/B


7A


English III


Creative Writing


Monday


Discuss this week’s spelling and vocabulary. Continue drafting, editing, and revising compare/contrast essays.


Discuss this week’s spelling and quote. Check and discuss unit three in writing Buckle Down books. Continue with rough drafts of the process essay.


Explain the difference between block and alternating styles for compare/contrast. Discuss how to construct an editorial. Copy SAT/ACT vocabulary words for the week. Quiz on Friday.


Finish workshopping circle-writing stories from Friday, and continue drafting out news adaptations.


Tuesday


Quiz over assigned chapters in Animal Farm. AF discussion and continuation of allegory notes. Review elements of literature for a quiz on Friday.


Review common elements of literature for a quiz on Friday. Write our own examples of the common elements of literature. With remainder of time, finish editing and revising process essays.


Allow students time in class to research which wartime conflict on which they’ll be basing their editorials. In-class time to work on editorials or compare/contrast essays.


Continue drafting out news adaptations.


Wednesday


Submit completed compare/contrast essays. Begin discussing cause/effect essays and how they are constructed.


When revising and editing has been completed, students will begin constructing an illustrated instructional manual to accompany their process essays.


Peer review compare/contrast essays. Spend the remainder of the time discussing the insertion of figurative language into their own war poetry.


Workshop news adaptations.


Thursday


Quiz over assigned chapters in Animal Farm. AF discussion and continuation of allegory notes. Spelling quiz.


Spelling quiz. Continue constructing illustrated manuals.


Peer review editorials. Spend the remainder of the class period allowing students to draft their war poetry.


Discuss adapting stories from song lyrics. Set criteria for picking song lyrics for which to base a story.


Friday


Literary elements quiz. Begin drafting cause/effect essays in class.


Quote quiz followed by the literary elements quiz. Finish manuals with remaining time.


SAT/ACT vocabulary quiz (complete the sentences). Review for WWI poetry exam. Peer review students’ WWI poems.


Share which songs everyone has chosen. Listen to several examples of songs that tell stories. Students will get started on lyric adaptations today.


Lessons/Homework - Week Eight



Days


8A/B


7A


English III


Creative Writing


Monday


Record week eight’s spelling words, continue defining new vocabulary gathered from Animal Farm, and finish Animal Farm crossword puzzles. Homework: AF chapters assigned in class and new AF vocabulary.


Record week eight’s spelling words and discuss week eight’s quote. Complete quiz - run-on sentences, sentence fragments, subject/verb agreement, and apostrophes. Finish “The Necklace” adaptations upon completion of quiz.


Review common poetic elements such as imagery, metonymy, apostrophe, etc. Read “Dulce Est...” by Wilfred Owen. In pairs, students will examine the poem for as many poetic and literary elements as possible.


Workshop twist ending stories and pictorial inspirations.


Tuesday


Quiz and discuss assigned AF chapters (themes, symbolism, the emergence of allegorical traits), share AF crossword puzzles with the class. Homework: AF chapters assigned in class and AF vocabulary.


Share “The Necklace” adaptations with the class. We will track each adaptation to make sure they each contain all the necessary elements of a short story. Begin discussing the purpose of a process essay. Homework: Assigned grammar/punctuation worksheets.


Students will share the poetic elements found in Owen’s poem. The class will then read, discuss, and analyze Brooke’s poem “The Soldier,” as well as discussing the lives of Siegfried Sassoon and Isaac Rosenberg.


Research various news outlets attempting to find a news story that may be easily adapted to a realistic short fiction story. Discuss stories and movies that have been based on true events and examine the artistic liberties authors take with reality.


Wednesday


Quiz and discuss assigned AF chapters (themes, symbolism, the emergence of allegorical traits), begin discussing proper outlining strategies for compare/contrast essays. Homework: AF chapters assigned in class and AF vocabulary.


Assign students the process essay topic and walk them through the pre-writing stages. Students will complete prewriting and begin rough drafts of process essays. Homework: Assigned grammar/punctuation worksheets.


Students will read assigned poems by Sassoon and Rosenberg; they will then analyze these poems for all the poetic and literary elements we have discussed in class.


Share news stories to the class. Peers will give input as to how aspects of the story will work in the plot line of a short fictional piece.


Thursday


Complete prewriting for assigned compare/contrast prompt, begin rough draft when prewriting has been completed. Homework: Study for spelling quiz.


Continue working on process essay rough drafts, moving on to the editing/revising stage upon completion.


Students will use the top-hat handout to compare/contrast two different war poems we have discussed in this unit. Upon completion, they will begin drafting their own version of a war poem based on their own opinions of war.


Begin writing adapted news pieces.


Friday


Spelling quiz, continue with compare/contrast rough draft, moving on to the editing and revising stages upon completion.


Spelling quiz, quote quiz. Students will then begin constructing illustrated instructional manuals to accompany their process essays.


Discuss compare/contrast assignment. Continue writing war poetry; upon completion, discuss editorials and assign students a 300 word editorial in which they discuss their views of war by referring to poems discussed in class.


Students will share their progress and continue working on their adapted short pieces.


ENIII - Works Cited Info

Download file "works cited.doc"

Lessons/Homework - Week Seven - 8A/B, 7A, ENIII, CWII



Days


8A/B


7A


English III


Creative Writing


Monday


Record this week’s spelling words, finish copying notes on and discussing Orwell, communism, and the Bolshevik Revolution.


Record this week’s spelling words and discuss this week’s quote. Review rules of capitalization, apostrophe use, and subject-verb agreement. Grammar/punctuation exam next Monday.


Review for feminist authors exam: regionalism versus local color versus naturalism/romanticism will be discussed in relation to Kate Chopin. One act plays will be discussed in relation to Susan Glaspell.


Continue constructing multi-plot, twist ending stories in class. Final story due on Friday.


Tuesday


Discuss and complete vocabulary lessons four and five in Greek/Latin workbooks.


Continue with grammar/punctuation review lessons. Review the elements of figurative language and begin reading “The Necklace.”


Feminist writers exam: “The Story of an Hour,” “Desiree’s Baby,” “The Yellow Wallpaper,”Trifles.


Peer review twist ending stories with one member of the class, being sure to keep endings secretive from everyone else.


Wednesday


Review all literary/figurative language elements. Write our own examples of each element discussed. Read chapters one and two of Animal Farm.


Complete our reading of “The Necklace” and discuss the structure of the story (from exposition to resolution) and identify elements of figurative language used by the author.


Peer review of feminist identity essays.


Experiments with the timing of a plot. Students will each be given a different plot line. They will be required to begin the story with the ending, experimenting with time throughout.


Thursday


Spelling quiz and quiz and discussion of AF chapters. Read three and four for homework. Begin reviewing elements of a narrative; we’ll start constructing our own in class.


Spelling quiz. Review the purpose of and the parts of a process essay. Discuss good process essay topics and introduce essay assignment/instructional manual.


Introduction to the next unit of study: WWI poets. Common elements of poetry will be reviewed and an overview of each of the poets will be copied and discussed in class.


Continue with/finish up timing experimentations. If time permits, workshop short pieces to determine the success of the plot’s unusual time structure.


Friday


Reading quiz and discussion over AF chapters. Continue constructing imaginative narratives.


Quote quiz. Review for Monday’s grammar/punctuation exam. If time permits, continue with process essay discussion.


Feminism essays must be submitted to turnitin.com by midnight. Students will read and discuss WWI poems by Sassoon and Owen.


Workshop twisted ending, complex plot stories. Students will rate the success of each story’s surprise factor.


English III - Notes for Trifles and Resume template

Download file "Glaspell.ppt"
Download file "resume sample.pages"

Lessons/Homework - Week Six - 8A/B, 7A, ENIII, CWII



Days


8A/B


7A


English III


Creative Writing


Monday


Receive this week’s spelling words, allow students to share their OMATS movie posters and book covers with the class (making sure to explain how the images are symbolic), discuss the OMATS test results; time permitting, students will continue working on business letters.


Receive this week’s spelling words, copy and discuss week six’s quote, complete pre-writing for descriptive essay (favorite food). Homework: Study and finish pre-writing.


Group discussion of “The Yellow Wallpaper” study questions. Submit wallpaper swatches. Pass out copies of the play Trifles, which is to be read by Wednesday. Also, pass out feminist authors’ essay prompt, due next Monday (finding a common thread between female authors). Pass out and begin reading Eve Ensler article for Gold Seal Lesson.


Complete viewing of the twist ending, complex plot-structure film (Inception).


Tuesday


Complete any steps of the business letter that haven’t been completed yet. Review the common elements of figurative language and discuss the background of George Orwell.


Discuss the important elements of building a paragraph; then, begin drafting descriptive essays. Homework: Study.


Discuss the expository style of Ensler’s article. Visit the UN website on which letters are submitted in response to Ensler’s article. View the video that accompanies this website. Discuss the persuasive elements required for a letter such as this.


Discussion of the elements used in the film in order to convey a complex story with a surprise ending. Begin brainstorming our own twisted endings.


Wednesday


Pass out Animal Farm and discuss the concept of an allegory. Next essay will be descriptive, so a quick review of the organizational structure of a descriptive essay is needed. LEAP essay topic: Describe a family heirloom.


Finish drafting descriptive essays. Discuss the importance of the editing/revising process. Pass out extra copies of revising/editing checklists to be completed by students. Homework: Study.


Latin/Greek suffix exam, quiz over Trifles. Discussion of Glasbell’s play (themes, symbols, common ties with Chopin and Gilman’s stories).


Time in class to write surprise ending short stories.


Thursday


Spelling quiz, Latin/Greek vocabulary unit four. Discuss the use of new vocabulary and complete comprehension exercises.


Spelling quiz, quote quiz (finish editing/revising or independent reading until everyone finishes), review commonly used literary elements.


Review for Monday’s feminist/suffragette writers exam. Begin writing letters to the government of Congo responding to the feminist issues addressed in Ensler’s article (Gold Seal).


Time in class to write surprise ending short stories; stories are due on Monday.


Friday


Staff Development Day


Staff Development Day


Staff Development Day


Staff Development Day


Kate Chopin/Literary Criticism Notes!

Juniors:

Please download this PowerPoint, and study the notes this weekend. We will have a discussion of this content on Monday!

Download file "chopin lit perspectives 2006.ppt"

Lessons/Homework - Week Five - 8A/B, 7A, ENIII, CWII



Days


8A/B


7A


English III


Creative Writing


Monday


Receive this week’s spelling words, review for Wednesday’s exam, and receive first formal essay prompt - the business letter. Discuss proper outlining procedures for a letter, and begin our prewriting. Once prewriting is complete, students may begin rough draft. Homework: Study for Wednesday’s exam and finish prewriting if unfinished in class.


Receive this week’s spelling words, copy and discuss week five’s quote, discuss our four-square outlines completed in Buckle Down regarding the “ugliest article of clothing” essay prompt. Examine how sentence structure is vital to the success of a descriptive essay. Review compound sentence structure and coordinating conjunctions. Homework: Study for this week’s quizzes.


Final discussion of themes in The Jungle. Journal prompt regarding Jurgis’s transformation to be completed. Discussion of the themes and symbolism contained in Chopin’s “Desiree’s Baby.” Complete a creative narrative from the perspective of Armand, which discusses the character’s future decisions. Final two sections of Jungle Gold Seal must be completed and submitted to Turn It In before midnight. Homework: Finish Jungle journal to be submitted Wednesday; Armand’s narrative to be submitted by Thursday.


Continue workshopping diagrammed short stories. Offer advice and suggestions that will strengthen the author’s character development and plot structure.


Tuesday


Field trip to Poverty Point.


Discuss the difference between independent and dependent clauses. Practice changing sentence fragments into independent clauses and fixing the errors in run-on sentences. Homework: Study for this week’s quizzes, complete grammar worksheets not completed in class.


Review the difference between direct and indirect objects and how to find them in sentences. Use this knowledge to see the differentiation between the use of “who” and “whom” in sentences. Practice using the pronouns correctly. If this concept is quickly understood, we will move to a review of proper comma usage.


Read, as a class, one of the short tales from J.D. Salenger’s Nine Stories. Discuss character and plot development found in the story.


Wednesday


Exam - Ernest Hemingway, the Hemingway hero, and The Old Man and the Sea. Continue drafting business letter when finished with exam. Homework: Study for spelling.


Using our lessons from the previous day, we will discuss constructing complex sentences and practice composing explosive, complex sentences. Students will receive official descriptive essay prompt.


Latin/Greek roots exam, submit final Jungle journal entry. Discuss the life of Charlotte Perkins Gilman and the themes predominantly addressed in her works. Begin reading “The Yellow Wallpaper.”


Using one of the character’s from the Salenger short story, complete the backstory interview guide distributed in class. Share as a group when complete.


Thursday


Spelling quiz, time in class to type or work on Quadrant D OMATS lesson. Homework: Finish OMATS creative writing project.


Spelling quiz, complete prewriting for descriptive essay prompt. When prewriting is complete, students may begin on rough draft. Homework: Study for tomorrow’s quiz.


Submit Armand’s narrative (journal entry). Continue with the review of the proper usage for commas and semicolons. Begin discussing issues of redundancy in writing and how to eliminate them in our own writing and in paragraphs to be edited.


Using our character interview guides, create a prequel to the short story, utilizing the information invented about the character’s life.


Friday


Discuss Wednesday’s OMATS exam. Share our OMATS movie posters/book covers with the class and explain the slogans and pictures chosen. Submit marlin/shark creative perspectives.


Quote quiz, continue working through the descriptive rough draft, including the revising stage and the utilization of thesauruses.


Finish Gilman’s “Yellow Wallpaper” and discuss the symbolism and allusions found within it. Quadrant D lesson - create our own version of the yellow wallpaper along with a written defense of the symbolism contained within our drawings.


Continue working on our Salenger prequels in class (interviewing and prequel activities are derived from an existing Gold Seal lesson).


Lessons/Homework - Week Four - 8A/B, 7A, ENIII, CWII

Lesson Plans - Week Four (September 12 - 16, 2011)


Days


8A/B


7A


English III


Creative Writing


Monday


Receive this week’s spelling words, finish literary circle discussions with OMATS, discuss results as a class, continue with Buckle Down Writing lessons. Homework: Finish reading OMATS and study spelling.


Receive this week’s spelling words, copy and discuss week four’s quote, discuss and share our Tolstoy diagrams with the class. Begin discussing and completing rewrites of “Biggest Fear” essays. Homework: Study spelling and quote.


Quiz over Jungle chapters 25 and 26. Discuss this weekend’s reading. Turn in creative and artistic portions of Jungle Gold Seal Lesson. Discuss everyone’s artistic choices. Check and discuss the answers to ACT practice tests completed on Friday. Homework: Read chapters 27, 28 and 29.


Take character diagrams and plot maps and begin creating our complex short stories (due by Friday).


Tuesday


Check Buckle Down Writing lessons completed the previous day, discuss positive and negative traits found so far in student writing and what is expected in a business letter. Begin our concluding discussions of OMATS. Homework: Buckle Down Writing lesson and study spelling.


Continue discussing do’s and dont’s for essays. Practice writing descriptive hook and thesis statements. Begin working in Buckle Down Writing. Homework: Finish essay corrections, study spelling and quote.


Quiz over Jungle chapters 27-29. Discuss the previous night’s readings (metaphors, significance to the plot, etc.). Finish any ACT lessons that were not completed the previous day. Begin moving into the suffragette/early Feminist period of literature (notes). Homework: Read chapters 31-33.


In-class time to work on piecing together complex short stories (Gold Seal Lesson).


Wednesday


Check Buckle Down Writing lessons completed the previous day, complete discussions of OMATS (exam to be given next Wednesday over all notes and discussion topics), begin planning for business letters (LEAP practice topic). Homework: Finish business letter outlines and study spelling.


Submit essay corrections and check Buckle Down Writing lessons completed the previous day. Concentrate on constructing specific topic sentences for body paragraphs followed by descriptive and complex detail sentences. Homework: Buckle Down Writing to be assigned, study spelling and quote.


Quiz over Jungle chapters 31-33. Discussion of the previous night’s reading (notice how the novel’s themes have shifted from the graphic nature of work to a preaching of the tenets of socialism), begin looking at the work of early-Feminist writer Kate Chopin. Homework: Read chapters 34 and 35.


Examine short stories and film clips that rely heavily on dreams as a form of confusion and symbolism. Discuss how this is effective and when it can be confusing.


Thursday


Spelling quiz, check business letter outlines and answer any questions about the purpose or audience of the letter, begin drafting the letter in class.


Spelling quiz, check Buckle Down homework, begin outlining process essays (topics must be approved). Process essays will need to be accompanied by an illustrated how-to manual. Students will begin brainstorming in class. Homework: Study quote.


Quiz over Jungle chapters 34 and 35. Discussion of the previous night’s readings and their effects on the novel’s plot. Continue examining the stories of Kate Chopin (“Desiree’s Baby” and “Story of an Hour.”) Homework: Read chapter 36 and conclusion.


Brainstorm ways in which we can incorporate dream sequences and heavy symbolism into our own writing. Share ideas and begin the skeleton of a possible story relying on dreams for the plot.


Friday


(Quadrant D lesson) Create a collage abstractly representing one of the novella’s major themes and complete a one-two page rewrite of the story from either the marlin’s or the shark’s point-of-view.


Quote quiz, continue with (Quadrant D) lesson on process essays. Once outline is completed and approved, students will begin rough draft stage. For Monday, students need to bring any markers or supplies they’ll need to begin work on illustrated how-to manuals.


Quiz over Jungle chapter 36 and conclusion. Discuss the book in its entirety and its literary value during the Progressive Era. The rest of this period will be devoted to students completing part two, the critical analysis section of their Gold Seal lesson regarding the Jungle. Jungle exam will be held on Wednesday of next week.


Workshop complex short stories.


Lessons/Homework - Week Three - 8A/8B, 7A, ENIII, CWII



Days


8A/B


7A


English III


Creative Writing


Tuesday


Receive this week’s spelling words, create complex and descriptive sentences with Latin vocabulary words, discuss last Friday’s test results. Homework: Study spelling, assigned OMATS reading.


Receive this week’s spelling words, discuss last Friday’s test results, copy and discuss week three’s quote, continue reading and diagramming Tolstoy’s short story. Homework: Study spelling and quote!


Quiz over Jungle chapters 17 and 18. Discuss the assigned reading and continue examining jungle metaphors found in the text, finish MLA citation assignment and practice diagramming the citations on the board. Homework: Read chapters 19 and 20.


Complete a character diagramming sheet, which will track the background and personality of traits of the protagonist and antagonist being used in students’ next short story. Share with one another once completed.


Wednesday


Discuss strengths and weaknesses found in personal narratives and make corrections, begin work on expository essay outlines. Homework: Finish essay corrections, study spelling, assigned OMATS reading.


Discuss strengths and weaknesses found in personal narratives and make corrections, begin work on process essay outlines. Homework: Finish essay corrections, study spelling and quote.


Quiz over Jungle chapters 19 and 20. Finish taking notes and discussing the literature of the Progressive Era (muckrakers) and the differences between socialism and capitalism. Homework: Read chapters 21 and 22.


Create a visual diagram of the story elements (exposition - resolution) of students’ next short story (which will utilize the characters diagrammed the previous day. Review of story elements for anyone who may have forgotten them.


Thursday


Discuss universal themes and conflicts found in OMATS, begin expository outlines. Homework: Complete expository outlines, study spelling, assigned OMATS reading.


Finish reading Tolstoy story and diagram the elements of a short story as they occurred in the plot, begin process outlines. Homework: Complete process outlines, study spelling and quote.


Quiz over Jungle chapters 21 and 22. Discuss the importance of strong vocabulary (in correlation with the ACT) and take notes over various Greek and Latin prefixes, roots, and suffixes, which will allow students a better chance at dissecting unfamiliar words. Homework: Read chapters 23 and 24.


Begin piecing together short stories in class. Illustrations/visual elements are required for completion of this short story (per the Gold Seal lesson being utilized), so some drawing or clipping from magazines may be done during this time.


Friday


Spelling quiz, outline elements of a story found thus far in OMATS, continue piecing together expository essays. Gold Seal for OMATS will begin at the conclusion of next week.


Spelling and quote quiz, complete a visual diagram of Tolstoy’s story (Quadrant D), continue piecing together process essays. Gold Seal for short stories will begin next week.


Quiz over Jungle chapters 23 and 24. Take class time to continue work on Gold Seal Lesson for the novel (independent creative, critical, and artistic pieces exemplifying different aspects of the novel). Homework: Read chapters 25-27.


Continue piecing together the visuals as well as the written components for this short story. Short stories must be completed by Wednesday of next week.


8A/8B - Week Two

8A/8B


Monday: Receive words for Spelling Quiz #1 (Thursday), vocabulary study (chapters 3 and 4 in Latin/Greek workbooks; quiz next Monday), continue reading and discussing Hemingway’s “Code Hero” and The Old Man and the Sea. Read assigned pages in OMATS.


Tuesday: Quiz - OMATS (thought questions, discuss last night’s reading), discussion of personal narrative #1 (weaknesses and strengths), discuss importance of description and flow in personal narratives, finish vocabulary exercises in Latin/Greek workbooks. Read assigned pages in OMATS.


Wednesday: Quiz - OMATS (thought questions, discuss last night’s reading), begin piecing together themes and conflicts in the novella, work through lessons four and five in ELA Buckle Down (literary elements and making connections). Read assigned pages in OMATS.


Thursday: Quiz - OMATS (thought questions, discuss last night’s reading), spelling quiz, discuss OMATS writing project (rewrite the capture of the marlin from the marlin’s point of view and create a collage abstractly representing the themes/conflicts of the novella).


Friday: Exam - genres of literature.

7A - Week Two

Monday: Students will be given a new quote for this week (we will discuss its meaning; quiz on Friday), introduction to this week’s spelling words (quiz on Thursday), discussion of the meaning and differences of round/flat characters and dynamic/static characters, lesson four of ELA Buckle Down (story elements - finish for homework).


Tuesday: Using a simple short story (“Tell-Tale Heart”), we will diagram the parts of the short story and literary elements used by the author, lesson five of ELA Buckle Down (poetry elements - finish for homework).


Wednesday: Lessons six and seven in ELA Buckle Down (making connections and the author’s purpose). Discuss when finished.


Thursday: Spelling quiz and discussion of “my biggest fear” essays (strengths, weaknesses, and future expectations), correct mistakes and rewrite weak parts of essay.


Friday: Quote explication and quiz over short story elements. Introduction to a lesson involving story elements (creating and diagramming your own short stories, complete with illustrations).

Creative Writing II Syllabus

Hello juniors and seniors! Attached you'll find an electronic copy of the syllabus for this course, in case you should ever misplace yours. I'm looking forward to an interesting year with you guys, filled with many creative and fun assignments as well as, fingers crossed, some cool trips and guest speakers. Remember, this is an advanced course and a privilege, so don't be a distraction to your fellow writers! Have a great first week!
Download file "cw syllabus.doc"

English III Syllabus

Hey my new juniors! Attached is an electronic copy of our syllabus, if ever you should misplace yours. If you or your parents ever have any questions or concerns, drop me an email at kimberlyshelton@apcs.us. I'll be using this blog to upload class notes and assignment sheets for essays, so you'll want to check back here often! Have a great first week of 11th grade!
Download file "Revised Syllabus.doc"

Welcome - 8A, 8B, and 7A!

Hello to all my new junior high students and parents! I'm psyched about our upcoming year. The students will be venturing into many exciting new areas of English/Language Arts. This blog can be checked at the beginning of each week for any new info and homework assignments. Any questions can be directed to my email, kimberlyshelton@apcs.us.

Seven A - We will begin our first week by putting together our new writing binders and reviewing all the different components of a story as well as our "figurative language vocabulary" (similes, metaphors, personification, etc.). We will soon be kicking off literary circles, so you'll get to experience new stories, poems, plays, and novels with your classmates. We will also begin our Latin/Greek vocabulary/spelling studies this week, so get ready! : )

8A/8B - We will also begin this week by putting together our new writing notebooks and reviewing the components of a story/figurative language. Our first novel is Ernest Hemingway's classic, The Old Man and the Sea. This week, you'll be given some really interesting background information on Hemingway's life and the country of Cuba, which will make this novel come to life for you even more. I'm looking forward to an interesting and exciting year with you guys! : )

-Have a great first week! - ks