Today we will finish our Act 2, Scene 1 packet---QUIZ #2 ON WEDNESDAY!! MOVIE TOMORROW!!

1. First start by finishing the Act 2, Scene 1 packet
2. Choose any character from the play (I recommend, Brutus, Cassius, or Caesar)
3. Complete the character chart you will be handed----PS YOU WILL NEED IT FOR QUICK WRITE #2 LATER THIS WEEK!!!!--REMEMBER TO CITE SHAKESPEARE CORRECTLY!!
(ACT. SCENE. LINES) (1.2.33-35)

YOU CAN USE EITHER YOUR PACKETS OR THE BOOK--THE PLAY BEGINS ON PAGE 693 IN THE BOOK!

Extra-Credit

Today, as we discussed yesterday, should be used to get caught up on any work that you are missing. These include: yesterday's quiz, Ch. 16 "Out" questions, worksheet #6, quick write #6.

There are also 2 extra-credit opportunities for those who want it. One is the crossword puzzle, and the other is listed below.

If you would like the extra-credit you must copy the entire sentence:

Directions: Circle the correct verb in the sentences below. (extra-credit for each correct answer)
 1. Each of the girls (look-looks) good on skis.
2. Everybody (was-were) asked to remain quiet.
3. Neither of the men (is-are) here yet.
4. (Is-Are) each of the girls ready to leave?
5. Several of the sheep (is-are) sick.
6. Some members of the faculty (is-are) present.
7. Nobody in the class (has-have) the answer.
8. Each of the girls (observe-observes) all the regulations.
9. All of the milk (is-are) gone.
10. Most of the seats (was-were) taken.
---------------
11. Margo and her parents (visit-visits) each other often.
12. Either the cups or the glasses (are-is) in the dishwasher.
13. Vern and Fred (need-needs) a ride to work.
14. There (is-are) a dog, a cat, and a bird in the garage.
15. Neither Matt nor his brothers (was-were) at the party.
16. Here into the main ring of the circus (come-comes) the trained elephants.
17. Either the workers or the boss (deliver-delivers) the merchandise.
18. The committee (work-works) hard for better schools.
19. There (is-are) many things to do before the holidays.
20. The jury (was-were) polled for their verdicts.
21. Here (is-are) the nails you need for the projects.
22. Either Joyce or Ellen (was-were) here.
23. The United States (is-are) a country of contrast.
24. A magazine and a book (was-were) lying on the floor.
25. The family (is-are) occupied with their individual problems.

Quick Write #6 (first qw score of quarter 2---(remember they count in the essay portion of your grade)

First--Read pages 209-214 so you can answer any remaining worksheet questions if you have not!!!---Note: worksheet #6 is due today---please use your calendar!!

QW #6 topic: How do style and content contribute to power or beauty in Ch. 12 "Savior"?.

• Identify at least one stylistic choice: (characterization, conflict, setting, symbolism, etc) and how it contributes to the power or beauty of Ch. 12 "Savior"
• Identify at least one content choice: (characterization, conflict, setting, symbolism, etc) and how it contributes to the power or beauty of Ch. 12 "Savior"

Brainstorming; (in class we will complete the chart--see example on the back of worksheet #6)

Style	example	How does it add power or beauty?

Content	example	How does it add power or beauty?

Sample outline: (I will write this on the board during class today)

Finishing Ch. 12 reading/questions and the quiz....

Directions: On the slip of paper I handed you today, write the following 3 sentences and fill in with the correct vocabulary words (below) from Ch. 6--I will collect them in 5 minutes--Go!

Vocab practice (10 pts.)
1. Elijah Muhammad said Malcolm had a __________ around him in prison and therefore his faith wasn't tested yet.

2. If you want to ___________ your enrollment to the spring semester, you need to mark it on your application.

3. Malcolm describes how he and his brother Wilfred performed their morning ________________ before they prayed each day.

                                                    ablutions    hedge    defer

Agenda for the rest of class:
*First, we will read an excerpt from Ch. 12: page 205 ("Today when...) to page 208 ("...Michigan").
*Second, you will work on the rest of the questions for Ch. 12/worksheet #6 (see help below)
*Third, watch the movie

*YOU DO NOT NEED TO TURN IN WORKSHEET #6 UNTIL YOU COMPLETE QUICK WRITE #6 (TOMORROW WE WILL WORK ON IT)---USE YOUR NOVEMBER CALENDAR

Worksheet #6 Help:

1. 195-96

2.196

3.196

4.197-98

5.199
6. 203
7. 204-206
8. 207
9. 209-210
10. 211-12

Today's work and the week ahead...please make the following calendar updates

1. Today, begin reading at the bottom of page 199 (where we left off on Friday?). We will continue reading the chapter and stop at the bottom of page 203 as a class.
2. Next, you can read on when needed and attempt to answer as many questions as you can on worksheet #6.
3. We will watch the movie tomorrow. There is no quiz this week.

Worksheet #6 Help:

1. 195-96

2.196

3.196

4.197-98

5.199
6. 203
7. 204-206
8. 207
9. 209-210
10. 211-12

Ch.12 "Savior" (Worksheet #6)

Please copy the following notes at the top of your worksheet: *Do not need "RACE"--please restate and explain when needed. WE WILL NOT RE-READ THIS ON TUESDAY!!
*defer--to delay or put off to a later date
*ablution--the washing of one's body or part of it (as in a religious rite)
*hedge--a means of protection or defense; a boundary to protect
***Today we will begin reading Ch. 12 pages 195-199--and begin worksheet #6 (it was available for download combined with worksheet #5). Remember worksheet #6 QW #6 will be the first assignments of your Q2 grade.

We will begin worksheet #6 questions. Here is some help:

1. 195-96

2.196

3.196

4.197-98

5.199

Last day of Quarter 1! No Exceptions!

Assignments for Q1 that can still be turned in:
Ch. 8 Questions (27 pts.)
Ch. 9 Questions (20 pts.)
Ch. 10 Questions (20 pts.)
Quick Write #4 (8pts.)
Quick Write #5 (8 pts.)
Worksheet #4 (20 pts.)
Worksheet #5 (30 pts.)
****College Essay (100 pts.) ***** (THIS IS OUR ONLY ESSAY SO I WOULD TURN IN SOMETHING)
DBA #1 (20 points)
**IF YOU ARE DONE WITH EVERYTHING, THERE IS A CROSSWORD PUZZLE AVAILABLE FOR EXTRA-CREDIT.
*PLEASE REMAIN QUIET FOR THOSE WHO ARE TRYING TO READ/CONCENTRATE!

Today we will be working on DBA #1:

1. Today we will work on the DBA #1--Please try your best to answer multiple choice questions 1-20. The score will count as an in-class work grade. Consider it preparation for our mid-term in January (DBA #2) in which you will receive your actual score as an assessment grade. #21-23 should be left blank--this is where I put the score for your college essay. If you did not do one, you only have until Thursday by 3:00 pm as it is the end of quarter 1!!
2. If you happen to finish early, work on QW #5 from Monday (Malcolm's development in Ch. 11)
or finish worksheet #5---again Thursday 11/8 is the last day to turn in any assignments for a grade!!!

**Tomorrow we will continue with this assessment and those who are finished can work on missed assignments or extra-credit--YOU WILL BE EXPECTED TO REMAIN QUIET THROUGHOUT THE PERIOD FOR THOSE WHO ARE STILL WORKING!!!

Quick Write #5: Aim to finish this today in class

Quick Write Topic #5:  Analyze how events in chapter 11 (pages 172-194) demonstrate Malcolm X’s development.

In your Quick Write you should: (I HAVE ADDED ON EXTRA NOTES IN RED IF YOU WANT TO ADD THEM ON)

• Describe Malcolm X’s development at this point in the text ----WHAT HAS CHANGED ABOUT HIS CHARACTER/WHAT HAVE YOU LEARNED ABOUT HIS CHARACTER
• Identify significant events in chapter 11 that demonstrate Malcolm X’s development (e.g., beginning to pray, writing letters, acquiring “a homemade education”, joining the prison debating activity, and recruiting for Mr. Muhammad).
• Analyze how these significant events in chapter 11 demonstrate Malcolm X’s development (CONNECT HOW THE EVENT SHOWS THE DEVELOPMENT IN HIS CHARACTER)
• THINK ABOUT DIRECT CHARACTERIZATION/STEAL INDIRECT CHARACTERIZATION IN YOUR BRAINSTORM

Event in Malcolm’s Life (Ch. 11 ONLY)	How it changed his character	Textual Evidence
Malcom tries to kneel/pray Malcolm acquires a "homemade education" in prison using the dictionary Malcolm becomes a Muslim and begins recruiting for The Nation of Islam Malcolm will not talk to his brother Reginald Malcolm joins the prison debate team/learns how history has been "whitened"	realizes how difficult it is to admit his guilt	pg. 173

Quick Write Help:

T—In The Autobiography of Malcolm X as told by Alex Haley, Malcolm develops over the course of Chapter 11. 
R-This is mainly because......(basic summary only--no textual evidence yet)

E—(Event #1/explain/connect what we learned about his character)

E—(Event #2/explain/connect what we learned about his character)

E*--if needed a 3rd event

S—As you can see, in Ch. 11 many important changes are seen in Malcolm's character.

Continue worksheet #5

• Copy the following notes down in your "Reading and Writing Strategies" Section

MLA style uses in-text citations to give credit to authors when paraphrasing or quoting their ideas. In-text citations include two parts: (1) the lead-in or signal phrase and (2) the parenthetical citation (THE PARENTHESIS THAT INDICATE WHERE THE words you took from the text came from).

Signal Phrase:  a phrase, clause, or even sentence which leads into a quotation or statistic.  These generally include the speaker/author’s name and some justification for using him or her as an expert in this context; it may also help establish the context for the quotation. (if the name is excluded it goes in the parenthesis)

           As the author has noted, “…” (Haley 15).

“…” writes Alex Haley, “…” (15).

Malcolm X claims that,  “…” (Haley 12).

Signal phrases are important when integrating sources into your own writing. When left out, students are sometimes accused of plagiarism because it is not clear where a paraphrase has begun.

(You will receive a handout with some signal phrases)

• WE will read from page 185 "Two other areas of experience..." to the top of page 189 "has enslaved the world."
• You will continue to read at this point from "When my brother Reginald visited..." to the end of the chapter on page 194. 
• You will then have the rest of the time to work on your questions or the extra-credit. (You can only have the extra-credit if you finish)
• movie?

Notes adapted from: 
https://uca.edu/writingcenter/mla-basics/mla-in-text-citations/
http://department.monm.edu/english/mew/signal_phrases.htm

Chapter 11 cont...Worksheet #5

#1 (if you need it)
Today's classwork:

1. Malcolm had a difficult time writing Mr. Muhammad and praying because he felt illiterate and it was hard for him to get over his pride. Malcolm states, “the hardest test I ever faced in my life was praying,” (Haley 172). He had difficulty giving into religion. He also tells us he was, “pitifully unable to express” himself in letters, because of his lack of education (Haley 173).

Today we will:

*Continue reading an excerpt from Chapter 11 "Saved": middle of page 176-- ("The Norfolk Prison Colony's library...") to the top of page 179  ("...I started serious reading).
*You will then have the rest of the class time to watch the movie and work on Chapter 11 questions (Remember you are only choosing 10 or 14---or more for extra--credit.)

Worksheet #5 Help: (*** questions are harder/may be from sections we did not read together)

1. p. 172-73

2. p. 173

3. p. 174-177

4.* p. 177-180

5.* p. 180-81

6. p. 182-83

7. p. 183

8.*** p. 174-194

9. p. 185

10. p. 186-87

11. p. 187

12. p. 189-90

13. p. 191-192

14. p. 193

Today we will review TONE and you will have the remainder of the period to finish your Ch.8 questions--If you need to finish the quiz do that first

First, we will review the worksheet for tone and mood and compare the two--
ANNOTATE YOUR WORKSHEET!!!
Second, we will complete side 2 "Identifying Tone and Mood" --#1-5 together as a class,  #6-7 independently.
Third, you can work to complete yesterday's questions for Ch. 8---they are due today!!!

Link to today's worksheet: Click here

Quiz today/Finish Ch.8

Today we will:

• Begin by completing #4 and #5 together in class (Ch. 8 green slip)

4. When Malcolm says, "broadcasting all over the wire" he means that _______________________________. The author states, " ______________________" (130). This shows __________________________.

5. Malcolm wonders if he got the numbers right because _________________ and  ____________________.  He states, "_________________" (131). This explains ___________________________.

• Take the quiz
• After you finish the quiz,  complete the remainder of your questions (5-9) and turn them in 

A look ahead:

• Tomorrow we will finish any remaining questions, read a few pages of  Ch. 9 and outline/prepare for QW #5 (power and beauty)

Friday:

• We will work on Quick Write #5--with help

Questions (Worksheet #4) (30 pts.)----------------Tomorrow: Quick Write #4

1. Read pages 104-108 as a class
2. You will read from bottom of page 108 , "the day I went down there" until the end of the chapter on page 110.
3. Write this at the top of your worksheet:Worksheet #4 (30 pts.)--

Directions: After our reading selection in class, please answer all of the following 6 questions using the RACE strategy.  You will not receive full-credit if you do not use it correctly.

Read this passage from page 93. Here Malcolm continues to describe the hustlers of Harlem, his illegal activities, the visit from his brother Reginald, and the possibility of being drafted into the army:

1. How does Malcolm's behavior in this passage further develop his character? (page 104)

"Around Harlem, the narcotics squad detectives didn't take long to find out I was selling reefers, and occasionally one of them would follow me. Many a peddler was in jail because he had been caught with the evidence on his person; I figured a way to avoid that. The law specified that if the evidence wasn't actually in your possession, you couldn't be arrested. Hollowed-out shoe heels, fake hat-linings, these things were old stuff to the detectives. I carried about fifty sticks in a small package inside my coat, under my armpit, keeping my arm flat against my side. Moving about, I kept my eyes open. If anybody looked suspicious, I'd quickly cross the street, or go through a door, or turn a corner, loosening my arm enough to let the package drop. At night, when I usually did my selling, any suspicious person wouldn't be likely to see the trick. If I decided I had been mistaken, I'd go back and get my sticks. However, I lost many a stick this way. Sometimes, I knew I had frustrated a detective. And I kept out of the courts."

2. How does the story of Jumpsteady (a clever/successful thief he knows) develop a central idea in the text? (systemic oppression--being held down by the "system") (page 93)

"Many times since, I have thought about it, and what it really meant. In one sense, we were huddled in there, bonded together in seeking security and warmth and comfort from each other, and we didn't know it. All of us-who might have probed space, or cured cancer, or built industries were, instead, black victims of the white man's American social system. In another sense, the tragedy of the once master pickpocket made him, for those brother old-timer hustlers, a there but for the grace of God" symbol. To wolves who still were able to catch some rabbits, it had meaning that an old wolf who had lost his fangs was still eating."

3. How do Malcolm X's descriptions of the "reefer smokers" on page 105 further develop a central idea? (systemic oppression--being held down by the "system")

"But the middle-Harlem narcotics force found so many ways to harass me that I had to change my area. I moved down to lower Harlem, around 110th Street. There were many more reefer smokers around there, but these were a cheaper type, this was the worst of the ghetto, the poorest people, the ones who in every ghetto keep themselves narcotized to keep from having to face their miserable existence. "

4. What metaphor used by the author contributes power to the text to describe the  drug dealers and addicts of Harlem? Why does he do this? (page 105)

"I didn't last long down there, either. I lost too much of my product. After I sold to some of those reefer smokers who had the instincts of animals, they followed me and learned my pattern. They would dart out of a doorway, I'd drop my stuff, and they would be on it like a chicken on corn. When you become an animal, a vulture, in the ghetto, as I had become, you enter a world of animals and vultures. It becomes truly the survival of only the fittest. Soon I found myself borrowing little stakes, from Sammy, from some of the musicians. Enough to buy supplies, enough to keep high myself, enough sometimes to just eat."

5. How does Malcolm's description of his brother's visit further characterize Malcolm? (page 107)

  "I took Reginald everywhere, introducing nun. Studying my brother, I liked him. He was a lot more self-possessed than I had been at sixteen. I didn't have a room right at the time, but I had some money, so did Reginald, and we checked into the St. Nicholas Hotel on Sugar Hill. It has since been torn down. Reginald and I talked all night about the Lansing years, about our family. I told him things about our rather and mother that he couldn't remember. 
  Then Reginald filled me in on our brothers and sisters. Wilfred was still a trade instructor at Wilberforce University. Hilda, still in Lansing, was talking of getting married; so was Philbert. Reginald and I were the next two in line. And Yvonne, Wesley, and Robert were still in Lansing, in school. Reginald and I laughed about Philbert, who, the last time I had seen him, had gotten deeply religious; he wore one of those round straw hats. Reginald's ship was in for about a week getting some kind of repairs on its engines. I was pleased to see that Reginald, though he said little about it, admired my living by my wits.
    Reginald dressed a little too loudly, I thought. I got a reefer customer of mine to get him a more conservative overcoat and suit. I told Reginald what I had learned: that in order to get something you had to look as though you already had something.
    Before Reginald left, I urged him to leave the merchant marine and I would help him get started in Harlem. I must have felt that having my kid brother around me would be a good thing. Then there would be two people I could trust-Sammy was the other. Reginald was cool. At his age, I would have been willing to run behind the train, to get to New York and to Harlem. But Reginald, when he left, said, "I'll think about it.""

6. How does Malcolm Little's interaction with the Army psychiatrist develop the idea of racial identity (maybe a stereotype?) in the text? (page 110)

"Suddenly, I sprang up and peeped under both doors, the one I'd entered and another that probably was a closet. And then I bent and whispered fast in his ear. "Daddy-o, now you and me, we're from up North here, so don't you tell nobody. . . . I want to get sent down South. Organize them nigger soldiers, you dig? Steal us some guns, and kill us crackers!" That psychiatrist's blue pencil dropped, and his professional manner fell off in all directions. He stared at me as if I were a snake's egg hatching, fumbling for his red pencil. I knew I had him. I was going back out past Miss First when he said, "That will be all.""

Today will be spent working on college essay/making up the quiz

1. We now have our one-to-one devices (or you should have yours soon) so this will be our ONLY day in the lab. Starting tomorrow, please bring your device to class and immediately log-in and go to the blog page: eng12macks.blogspot.com
2. For today:
*Everyone will create a college essay document (with a proper MLA heading) and set-up the page correctly. I HIGHLY recommend using GOOGLE DRIVE and if you need help let me know.
3. If you started already, we will do teacher/student conferencing on your papers. If you haven't started at all--start now!!!
4. PLEASE STAY BUSY FOR THE ENTIRE PERIOD!!!! You may use the web to search for essay help if you need it or look at older posts on the blog (from September) to help you out.

Tomorrow: Return to 158 for class--we will finish reading chapter 6 "Detroit Red" and answer the rest of the questions from yesterday (on the small slip of paper). We will also begin worksheet #4.

Friday: We will work on outlining and writing Quick Write #4

Below is the proper MLA heading you received:

MLA Sample Paper

Today's Agenda and Beyond!

Today's agenda: 
1. Complete #4 (page 42)and #5 (page 45) worksheet 3. SKIP #6. 

1.  Read pages ( top of 46-top of 48 "...turn you up a slave.")

2. Quiz #2---if you get an alternate location--please go where you need to go ASAP 

3. If you finish the quiz early, continue reading on page 48, "When I got home, Ella..." and try to read to the break on page 51. Complete #7 on worksheet #3.

Monday—NO SCHOOL

Wednesday—College workshops (FAFSA, SUNY application, etc.)---bring snack/ss number

Thursday-Friday—Quick Write 3/Worksheet 3/video

Malcolm's zoot suit as described in Chapter 3

                                     

Assignments at the 5-week mark: (ends Friday---NO EXCEPTIONS!)

Please use your time WISELY today to work on anything you are missing:
1. First, YOU MUST FINISH ALL 3 PARTS OF THE LEXIA POWER-UP PLACEMENT TEST BEFORE YOU DO ANYTHING ELSE--TRY YOUR BEST!!!!
2. Second, you may work on Quick Write #2 (or anything else you owe me that you have with you) see notes below
3. Third, start/continue typing your college essay---use the format below to set it up---We will be using Google Drive this year so if you do not know how to access it/have a Google acct.let me know and I will help you out
4. Read ahead the first few pages in Ch. 3: (located on a previous post) if you know you will be absent on Thursday for a field trip

PLEASE BE COURTEOUS TO OTHERS WHO ARE WORKING ON THE LEXIA PLACEMENT--EVEN IF YOU ARE DONE!!!

The following assignments are in the grade book and will no longer be corrected after Friday:
1. Questions from the foreword, #1-5
2. Worksheet #1 Questions
3. Quick Write #1/outline
4. Rough draft of the college essay
5. Quiz #1 (100 pts.)
6. Vocabulary sentences #1 (10 pts.)
7. Worksheet #2, #1-17
8. Quick Write #2
----------------------------------
These assignments can still be turned in after Friday:
10. College essay final draft (100 pts.)

Affect vs. Effect

First, copy the following notes in read into your Reading/Writing Strategies Section of your notes:
Affect and effect sound a little alike, but their meanings are different. 

Affect--is used as a verb meaning to change or influence. 
Example 1: Your test grade will affect your final grade. 
Example 2: His actions negatively affected the rest of his life.

Effect-- is usually a noun meaning a result, an impression, or something that comes into being. 
Example 1: The baby’s crying had a terrible effect on the passengers. 
Example 2: The new roof gave the effect of a whole new house

Practice:
1. Another drought will _______________________ the wheat crop. 
2. The movie had a big _______________________ on her. 
3. He did not want the scandal to have a negative _____________ on the outcome of the election.
4. The bad behavior of some students may ___________________ the reputation of the whole school.
---------------------------------------------------------

Second, Fill in the blank with either affect or effect. (we will check our work)

1. Wars _______________ everybody, and their destructive _______________ last for generations.

2. Television has a strong _______________ on public opinion.

3. My mood can _______________ my thinking, too.

4. I see that you're trying to _______________ me, but I know that you really do care.

5. Falling on my head had a bad _______________ on my memory.

6. His years of smoking have negatively ____________ed his health.

7. This plan will surely ______________ significant improvements in our productivity.

8. The patient shows normal ______________s of age and appears to be psychologically stable.

9. The principal's new rules _______________ the school.

10. Supply and demand have a direct ________________ on the prices of commodities.

11. The _______________ of the speech was visible on the faces of the sleeping audience.

12. He's just trying to seem cool; his indifference completely _______________ed all of us.

13. We may never know the full _______________ of the radiation leak.

14. The early frost will _______________ the crops.

15. What kind of _______________ can this quiz have on your dinner tonight?
--------------------------------------------------------------------------------------------------------------

Quick Write #2: Notes from class

Binder sections

1. Reading/Writing Strategies
2. College Essay/Malcolm X
3.Julius Caesar
4. Research Paper Unit
5. A Raisin in the Sun

In my absence...

Again, I am out today for meetings. If you need me email me! Today you should:

1. Finish any study guide questions
2. worksheet for Act 3 (if not done)
3. both sides of the end of play worksheet from Friday 5/25--if you weren't here make sure you get one
4. there is extra-credit available for those who want it from the substitute

***We will be working on the essay wed-thurs so please make sure you are here!!!!

***Friday is the senior breakfast!!!

Last Worksheet for Raisin in the Sun

DIRECTIONS: Today you will work on completing (in addition to the Act 3 worksheet and study guide questions if you are not done) is the final worksheet analyzing Walter for the entire play.

You MUST COMPLETE BOTH SIDES FOR FULL-CREDIT!!!

Please place in the bin when you are finished.

Want Extra Credit? Turn it into a Quick Write!

QUICK WRITE TOPIC: Is Walter a static (stays the same) or dynamic (changes) character? Prove your claim with evidence from ALL 3 acts of A Raisin in the Sun by Lorraine Hansberry. 

You can use one trait with 2 pieces of evidence per act 
--or--
You can use two traits with 1 piece of evidence each per act

*List of character traits: click here
-------------------------------------------------------------------------------

Here is a review of our TREEE*S quick write format:

Thesis- (the point you will prove--your claims about Walter (is he static or dynamic) /TAG)
Reason- (why do you believe this is true--just an overview (outline your traits)--NOT SPECIFIC examples yet!)


Claim #1: Act 1 (adjective or adjectives from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis

TRANSITION
Claim #2:Act 2 (adjective or adjectives from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis

TRANSITION
Claim #3:Act 3 (adjective or adjectives from your chart)
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis
Evidence/Explain-textual evidence to prove one claim and explain or connect to the thesis

Summary-sum up your main points

There is also an additional 2-sided worksheet for extra-credit on the test

Here are some quotes for Act 3 if you need them for anything

*Today's class will be spent on finishing yesterday's close-reading worksheet on the end of Act 3 as well as the Act 3 section of the study guide packet  (you can put it in the basket or save it and give it to me tomorrow). If you were not here, the worksheets are on the blue filing cabinet next to my desk.

CANCELLED!!!!*Remember, the test for RITS will be Wednesday 5/30 (multiple choice, short answer, true/false--no essay on the test)--You may use your character map and any additional info you added on to it. I will re-post it below if you want to copy it over again. PLEASE STUDY!!!---CANCELLED!!!!

*Packets are due on Wed. 5/30 

*Tuesday-Thursday of next week will be spent working on the essay for RITS

Act III Vocabulary--Please copy!

Please copy the following 14 vocabulary words for Act III, and write 14 GOOD vocabulary sentences for each word (THAT SHOW THE WORD'S MEANING)

ACT 3 VOCABULARY (14 sentences for extra-credit)
1. ails (v)-- pains or makes ill  
2. briskly (adv)-- quickly; speedily 
3. despair (n)-- hopelessness 
4. epitaph (n)-- sentence or phrase that summarizes a person’s life or character 
5. flippancy (n)-- casualness; without seriousness
6. lingers (v)-- waits around; moves slowly 
7. mirage (n)-- something you see that isn’t there 
8. ominous (adj)--menacing; threatening 
9. outmoded (adj)-- out of style 
10. plunder (v)-- steal; take forcefully 
11. precariously (adv)-- placed dangerously 
12. retrogression (n)-- movement backward to a worse state
13. reverie (n)-- dream-like state 
14. wrought (v)-- shaped; made 

Today we will:
*Read pages: 131-138 middle
*Watch the film
*Answer the study guide questions for this section (#s 64-69)
64. 131
65. 132-133
66. -----------skip-------------
67. 134
68. 134-137
69. 137-138
-----------------------------------------------------------------------------------------------------------
*For extra-credit: Analyze this section of the text (this was another scene that was cut at one point)

Answer the following question below: (you do not have to copy it but you do need RACE for full-credit: Hand in on your way out
Does this scene add anything (any information) about the plot or characters that you think would be missing if it wasn't there? In other words, do you learn anything about the plot, characters, or context of the play that are necessary to gaining a full understanding of the play--why or why not?

Today should be spent:

1. Finishing all your study guide questions for Act 2 (remember, there is an Act 2 quiz on Tuesday 5/22)
2. Worksheet 2.2 (Close-reading)
3. Quick Write #4 (from yesterday's notes)
4. Watch the movie
5. Extra-credit is available for those who have finished #1-3 ONLY
------------------------------------

Note: The study guide is due at the end of the play and counts for an essay grade. But assignments #2 and #3 from the list above cannot be turned in after today 5/18!!

Extra-credit

Finish Act 2, Scene 3/Quick Write #4

Please copy this in your notes:
Quick Write #4 topic (8 points for the written paragraphs, 8 for the worksheet =20 points)
After filling out your graphic organizer, characterize Walter in 1 scene of Act 2 (see below for page #s)
*Use a minimum of 2 character traits (adjectives or descriptive phrases) to support your claims. If you use 3 traits, you will receive extra points. 
*You need a minimum of 2 pieces of textual evidence per trait (2 traits=4 evidence).
*Use the chart provided to organize your ideas (use it to organize your paragraphs!!) 

Help:
Scene 1: p. 76-95
Scene 2: p. 96-109
Scene 3: p. 110-130

Agenda:
*Go over Quick Write #4
* film
*Complete study guide questions through #63
*HOMEWORK: Review for the quiz on Tuesday--GO OVER YOUR STUDY GUIDE QUESTIONS

1/2 day work

Today should be spent working on the following items:
1. Worksheet 1.2
2. Quick Write 1.2
3. All study guide questions through 2.1
4. Prometheus assignment
5. Quiz #2
6. 2 sets of vocab sentences (20 for Act 1, 10 for Act 2)

Finish Reading Act I, Scene 2

Today we will:

• Finish reading Act I, Scene 2 (movie?) Pages 66-75
• Work on Act I, Scene 2 questions in your packet (through 34)
• Add any double-entry journal quotes that can characterize Walter in Act I, Scene 2

IF--you finish you can copy some of my quotes for Act I, Scene 2 in preparation for QW#3--if not you will have time at the beginning of class tomorrow to do so.

Quote	Speaker	Act/Scene	Lit element/tech	Explain
“Well, you tell that to my boy tonight…on the living room couch”	Walter	1.2	Conflict	Walter blames Mama for the family’s lack of success
“I’m a grown man, Mama.”	Walter	1.2	Conflict	Walter feels his mother treats him like a child
“Seem like you…always tied up in some kind of knot about something”	Mama	1.2	Characterization (indirect)	Mama tells us Walter’s behavior/attitude has changed for the worse and it’s affecting the family
“Sometimes it’s like I can see the future stretched out in front of me…full of nothing”	Walter	1.2	Internal conflict Man vs. society characterization	Walter feels his job is worthless and his future holds  nothing for him
“So now it’s life. Money is life.”	Mama	1.2	Characterization (indirect) Conflict	Mama is confused why her children’s values have changed so much from her’s
“Well son, I’m waiting to hear you say something…”	Mama	1.2	Characterization (indirect) Conflict	Mama compares Walter to his father and asks him to “step up” and be a man like he was—but instead he leaves

Today we will:

1. Catch up in the study guide (up through #24)--see yesterday's post
2. Watch the movie to catch up to where we are in the reading
3. Take the quiz for Act 1, Scene 1
*When you finish, work on your quick write or vocabulary sentences if you haven't finished yet.