Week of april_12th

Week of April 12th

English 10 Honors

Mrs. Navejar

English ClassRoom 375 Mrs. Navejar

1.Pick up a handout at the front of the room

2.Take a seat3.Review the syllabus

while you wait

Introductions

Who am I? Regina Navejar Born in Tampico, Mexico Raised on the East and South Side B.A. English/History Middle/Secondary Education

at Mount Mary M.S. Educational Psychology at UW-Madison Working on Ph.D. at UW-Milwaukee

I’ve been teaching for 10 years 10 years at Pulaski This is my first year at Hamilton

Family-Married with 5 kidsChristina- 21Rebecca- 19Anthony- 16Serg-15Danny-2 months old

OverviewSyllabusClass RulesCourse Overview (What You’ll Learn) Get To Know You Activity

Syllabus1. Course Description2. Course Objectives3. Course Requirements- Rules and Regulations4. Attendance5. Supplies6. Evaluations and Assessment7. Reading Targets8. Wisconsin State Standards9. Student-Parent-Teacher Contract

“Non-Negotiables”Cell Phones- don’t use themSleeping- don’t do it.Moving around the classroom- don’t do it. Tardiness

1st bell at 7 min - warning bell for students to get to class2nd at 8 min - students should be in class at this time3rd at 10 min - students will be accepted until this bell rings, students will be marked as tardy to class by classroom teachers between the 8 and 10 minute bell.STUDENTS WHO ARE LATE MORE THAN 3 TIMES WILL-

Not be eligible for an exemptionLose participation points which may adversely affect their gradeWill receive a phone call homeStudents will not walk around the classroom without

permission. When you enter the class, you will sit in your seat. Raise your hand if you need to get up FOR ANY REASON.

“Non-Negotiables”

Students will respect themselves and others. This includes, but is not limited to the following:

Students will not ridicule (make fun) of other students. Students will not disrupt the learning environment- yell out, swear, throw items, scream at people at the door, or interrupt the learning and flow of the class in any way.

Students will recognize that they are here to learn and do their best.

What Happens When Things don’t go right…

If the above mentioned rules aren’t followed, one or all of the following will happen-

1. warning 2. phone call home 3. refer to guidance 4. refer to social worker 5. refer to administrator

I Document E

verything. Any

student w

ho exhibits a problem, I

write everything you do fro

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moment you walk into th

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enter it into esis

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at other

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parents can re

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What we discussed todaySyllabusClass RulesCourse Overview (What You’ll Learn) Get To Know You Activity

Term 4 Overview

Structure of the classTake out needed materials

Class BookNotebook, (.50 in bookstore) paper, pen or

pencil, folderRead and Write down our daily objectiveFocused Learning

Reading Strategy Writing, Grammar, Oral, Technology, Research

Focused Learning

Reading Strategy Prior/Background knowledge Self-monitoring Questioning Visualizing Determining Importance/Main Idea Making Connections Inferring Synthesizing

Writing Descriptive- Describe a memorable experience Narrative- Compose a play or a script Expository- Write a news article Persuasive- Write an advice column

Grammar Oral Discussion skills Listening Skills Technology Research

Objectives – Summarize in your note book Academic Standard: What you need to learn

and show evidence that you learned the material. (State Standard)

Content Standard: What you should know and be able to do.

Performance Standard: How you will demonstrate that they are meeting a standard.

I’m learning: ________ I will know I learned because I can: ___ I want to know: _____ I want to know more about: _____

Objectives – Summarize in your note book Academic Standard:

A.12.2- Read, interpret, and critically analyze literature. B.12.2- Students in Wisconsin will write clearly and effectively to share information and

knowledge, to influence and persuade, to create and entertain. Content Standard: Explain the structure of selected classical and contemporary

works of literature, in whole and in part, from various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in context of history, culture, and style.

Performance Standard: Can you explain the structure of literature of the frontier time period? Can you distinguish the features of the frontier time period? Can you (psychological & feminist) analyze the literature and write about the

time period’s distinguishing features? I’m learning: Academic and Content standard I will know I learned because I can: Performance Standard I want to know: _____ I want to know more about: _____

Learning Strategies

When I don’t understand something I should: ________

I don’t understand the terms or language used in class. I should: ____

I feel like I’m falling behind. I should: ___I’m distracted. I should: _____I’m bored. I should: ___I’m sleepy. I should: _____

Community of Learners

We respect each other because… It’s not fun being laughed at. It’s not fun being ignored when I’m/you’re talking. We’re here to learn, grow, and interact with our peers. It’s not

fun sitting in class for over an hour when someone is acting foolish.

Non-negotiables No sleeping or resting your head No moving around the class without permission Don’t arrive late. Other people might hang out in the hallways,

but you can and will not. Don’t stand by the door waiting for the bell to ring. No swearing.

Lessons and Terms

Reader’s Log Mark Twain

Luck• Characters

Static Dynamic

Adventures of Huckleberry Finn Stephan Crane

Irony Simile Metaphor Tone Story structure Conventions of Westerns

Kate Chopin Feminist literature Psychological study of a character

Reader’s Log

Take out your notebook or a piece of paper

Take out a pen or pencilOpen your books to page 894

Reader’s Log

Connect (write and underline): Have you ever “judged a book by its cover”?

Background (write and underline): Read the paragraph and write down the most important sentence to you.

Literary Analysis (write and underline): Write down the two literary terms and definitions- Characters Static Dynamic

Reading Strategy (write and underline): Drawing inferences

Immersed in Words Chart

Immersed in Words Chart

Word (POS) Experience What it is/What it isn’t

Definition Picture representing

word

Taciturn (adj)

Rheumatic (adj)

Vestibule (noun)

Zenith (noun)

Huck Finn

The structure of Huck Finn. It is episodic, with the plot moving along with Huck and Jim as they cruise down the river and encounter various characters and places.

Interpret the plot as a journey motif, like that of The Odyssey, or of Conrad’s Heart of Darkness.

The river passage gives continuity to the events, and each stop and each town provides an episode.

Consider Huck Finn as a specimen of regionalism. Regionalism is literature that emphasizes local settings, people, mores, customs, and speech, sometimes for entertainment, sometimes for social commentary.

Huck Finn

Consider Huck Finn as a moral conflict, the central one being in Huck’s mind. That is, should he help a slave escape, or should he turn him in? Note the crucial scene when Huck declares that he will rescue Jim and accept “going to hell.”

Huck Finn

In following the Mississippi from Illinois to the Deep South, Huck and Jim grant readers a broad panorama of American culture and society.

As readers, we’re supposed to tabulate how many “good” and “bad” people we come across as Huck goes down the river.

Huck Finn

T.S. Eliot once spoke of Huck as one of the most solitary of fictional characters.

Note that in the midst of con men, drunks, slave masters, fortune hunters, feuding families, and other figures, he often remains quiet, uncared-for (except by Jim), and he longs for the calm solitude of the raft on the river.

Remember his final impulse to “light out for the territory.” Examine the loneliness that lies beneath the humor and adventure.

As the central figure, what/who does he represent? Think of the time period.

Groups- Huck Finn Group Name Group Members Summary

The JiebersCh 11

25 Caitlin, Yovana, Mercedez, Ashlea, Pedro

Huck met a lady and were talking about Huck’s death and she found out he wasn’t really a girl. She made him tell her everything and promised not to tell.

The A-Team Ch 12

25 Eric, Kathy, Victor, Mike Huck and Jim start their journey on the raft. They were navigating slowly and lived off of crops they found. A mysterious steam boat was near them with more problems.

Super TeamCh 13

25 Jacob, Luka, Natasa, Goran, Diana, Ryan

-Running away from gang. (Huck and Jim)

-Jim and Huck split up.

-Huck goes to village and tries to get the other gang caught.

-Huck and Jim reunite outside of village.

-Went to an island.

-Hid raft and fell asleep like “dead people” to hide.

Orange group ch 14

25 Santiago, Enrique, Gabriel, Miguel, Isabel, Itxel,

Huck and Jim have a discussion about why Jim did and didn’t want to save “her”.

Huck read to Jim because he doesn’t know how to read and argue their point of view

Fabulous Divas

Ch 15

25 Gina, Yashira, Jerry, Vintinita

Jim had a dream n told it to Huck.

Pink Group Ch 16

25 Brendan, Jada, Jazmin, Valerie, Felicia

Huck is having internal conflicts.

The rattleskin superstition is causing “problems”

Groups Group Name Group Points Group Members Summary

The JiebersCh 11


The A-Team Ch 12

25 Eric, Kathy, Victor, Mike

Super TeamCh 13

25 Jacob, Luka, Natasha, Goran, Diana, Ryan

Orange group ch 14


Fabulous Divas

Ch 15


Pink Group Ch 16


Regionalism Notes

Chapter 11 The woman learned that Huck was a girl The woman tested Huck’s knowledge of living in

the country. "If fifteen cows is browsing on a hillside, how many of

them eats with their heads pointed the same direction?"

"The whole fifteen, mum." "Well, I reckon you have lived in the country

The woman advises Huck to throw “like a girl” and to thread a needle like a girl as well.

Regionalism Notes

Chapter 12 Twain uses imagery to paint a picture of what

the location looks like: We had mountains on the Missouri shore and heavy

timber on the Illinois side, and the channel was down the Missouri shore at that place, so we warn't afraid of anybody running across us.

Morals- Pap always said it warn't no harm to borrow things if you

was meaning to pay them back some time; but the widow said it warn't anything but a soft name for stealing, and no decent body would do it.

Regionalism Notes

Chapter 13Dialect- She was a-visiting there at

Booth's Landing Mode of travel- the steam boat on the

riverStrangers- people are willing to stop and

listen to other people’s stories.

Regionalism Notes* Orange

Chapter 14Religious education of slaves: Jim’s sense of justice: Huck had to read to Jim because Jim

couldn’t read. It was illegal to teach slaves to read.

Regionalism Notes *FAB

Chapter 15 Jim cares for Huck: Lemme look at you chile, lemme

feel o' you. No, you ain' dead! Huck played a joke on Jim:

It made me feel so mean I could almost kissed his foot to get him to take it back.

It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I warn't ever sorry for it afterwards, neither.

I didn't do him no more mean tricks, and I wouldn't done that one if I'd a knowed it would make him feel that way.

How is this typical/not typical of the 1800’s- white boy considering the feelings of a slave?

Regionalism Notes *Pink

Chapter 16 Huck struggles with his conscience: begun to get it through my head that he was most free -- and who was to

blame for it? Why, me. I couldn't get that out of my conscience, no how nor no way. It got to troubling me so I couldn't rest; I couldn't stay still in one place. It hadn't ever come home to me before, what this thing was that I was doing. But now it did; and it stayed with me, and scorched me more and more. I tried to make out to myself that I warn't to blame, because I didn't run Jim off from his rightful owner; but it warn't no use, conscience up and says, every time, "But you knowed he was running for his freedom, and you could a paddled ashore and told somebody." That was so -- I couldn't get around that noway. That was where it pinched. Conscience says to me, "What had poor Miss Watson done to you that you could see her nigger go off right under your eyes…

How is this struggle of conscience a reflection of the time period? Do you think individuals/ the nation struggled with the idea of slavery? How is Huck a representative of this notion?

Huck Finn

Belief system: Miss Watson is concerned for Huck’s soul. African-Americans- “By and by they fetched the N” Smoking and snuffing is ok. Superstitious: Jim always kept that five-center piece round his neck with a

string, and said it was a charm the devil give to him with his own hands, and told him he could cure anybody with it and fetch witches whenever he wanted to just by saying something to it

He said he druther see the new moon over his left shoulder as much as a thousand times than take up

Dialect: “But I dasn't scratch it” Family: Huck has no mother and a father who is missing. Entertainment: In the mid 1800s, what would you do? They used their

imaaaaginnnaaation and READ. “Kill the women? No; nobody ever saw anything in the books like that.” Fishing.

Customs with the dead: “he said a man that warn't buried was more likely to go a-ha'nting around than one that was planted”

Friendships: Parent-Child relationships:

Wednesday, April 14th

Review ObjectivesReview our notes from yesterdaySmall group

6 groups of 5 Read your assigned chapter Report your findings

Large group Discuss individual chapters as a whole

Thursday, April 15th

Review our objectives Regionalism

Review what we discussed yesterdayFinish group workDiscuss Literary CriticismPsychological approach to literary criticismKate Chopin- Lecture Notes

LITERARY CRITICISM

The paradigms and the possibilities…

www.glenforestlibrary.com/pdf-files/literarycriticism.ppt

DEFINITION …

Literary criticism is the study, discussion, evaluation, and interpretation of literature.

Wow … thanks a lot … now everything is crystal clear …

Wikipedia rocks :)

Let's try again …

"Literary criticism is the evaluation of literary works. This includes the classification by genre, analysis of structure, and judgement of value."

Beckson & Ganz Ok, that's a bit better …

And again …

"Literary criticism asks what literature is, what it does, and what it is worth."

Encyclopedia Britannica

Nice …

In my own words …

Literary criticism is the method used to interpret any given work of literature. The different schools of literary criticism provide us with lenses which ultimately reveal important aspects of the literary work.

Why do we have to analyze everything???? Talking about experiences enhances our

enjoyment of them Talking about experiences involves the search

for meaning which increases our understanding of them

Because Socrates said so: "The life which is unexamined is not worth living."

To further explain …

Literary criticism helps us to understand what is important about the text

its structure its context: social, economic, historical what is written how the text manipulates the reader

And there's more …

Literary criticism helps us to understand the relationship between authors, readers, and texts

The act of literary criticism ultimately enhances the enjoyment of our reading of the literary work

YOU'RE GOING TO STUDY EIGHT PARADIGMS …

1. Formalism

2. Marxism

3. Feminism

4. Psychoanalytic

5. Cultural Criticism

6. Structuralism

7. Post-structuralism

8. Archetypal

But there are many more …

Author intention Reader Response Biological Cognitive scientific Moralist Gay Socio-political Sociological And so many more …

Literary Criticism Map

Where do the theories fall?

Understanding the Map

The work itself is placed in the center because all approaches must deal, to some extent or another, with the text itself.

Formalism and deconstruction are placed here also because they deal primarily with the text and not with any of the outside considerations such as author, the real world, audience, or other literature. Meaning, formalists argue, is inherent in the text. Because meaning is determinant, all other considerations are irrelevant.

Deconstructionists also subject texts to careful, formal analysis; however, they reach an opposite conclusion: there is no meaning in language.

Cont'd …

A historical approach relies heavily on the author and his world. In the historical view, it is important to understand the author and his world in order to understand his intent and to make sense of his work. In this view, the work is informed by the author's beliefs, prejudices, time, and history, and to fully understand the work, we must understand the author and his age.

An intertextual approach is concerned with comparing the work in question to other literature, to get a broader picture.

Reader-Response is concerned with how the work is viewed by the audience. In this approach, the reader creates meaning, not the author or the work.

Cont'd …

Mimetic criticism seeks to see how well a work accords with the real world (is it accurate? correct? moral? ).

Then, beyond the real world are approaches dealing with the spiritual and the symbolic--the images connecting people throughout time and cultures (archetypes). This is mimetic in a sense too, but the congruency looked for is not so much with the real world as with something beyond the real world--something tying in all the worlds/times/cultures inhabited by humans.

Cont'd …

The Psychological approach is placed outside these poles because it can fit in many places, depending how it is applied:(1) Historical if diagnosing the author himself(2) Mimetic if considering if characters are acting by "real world" standards and with recognizable psychological motivations(3) Archetypal when the idea of the Jungian collective unconscious is included(4) Reader-Response when the psychology of the reader--why he sees what he sees in the text--is examined.

Cont'd …

Likewise, Feminist, Minority, Marxist, and other such approaches may fit in:(1) Historical if the author's attitudes are being examined in relation to his times (i.e. was Shakespeare a feminist for his times, though he might not be considered so today?)(2) Mimetic--when asking how well characters accord with the real world. Does a black character act like a black person would, or is he a stereotype? Are women being portrayed accurately? Does the work show a realistic economic picture of the world?

There are so many possible answers …What does this literary work mean? Different approaches or lenses help us to

discover rich and deeper meaning Each lens has its strengths and weaknesses Each lens is valuable Try to become a pluralist rather than an inflexible

supporter of one

YOUR TASK

Learn your theory like your life depends on it

Teach your theory to the class through application

Interpret a selection of genres using your theory

Present your findings

FOLLOW THIS PROCESS

Know & present the following information: Key person(s) who influenced the theory Background information about the theory Tenets (main points) about the theory accompanied by

compelling facts Key words associated with the theory & definitions Strengths of the theory Weaknesses of the theory Create a one-page handout highlighting the key

components TACK: T the explanation of the theory; A the interpretation

of the selection of literature; C the presentation of the creative component; K the demonstration of each student that he/she has grasped the information/

WHERE DO I BEGIN?

Reference books & books in general collection

DatabasesInternet using Advanced SearchLibrary foldersNOT Wikipedia

What should you avoid?

WikipediaWikipediaWikipediaColes notes PlagiarismAttempting to present your theory before

you truly understand the content

Psychological Study of a character

An overview of Psychological CriticismHandout

Study of the author Study of the character

Motivation Actions Imaginative life ego

Group Work

Get into your groupsRead the selectionAs you read:

Pay attention to the character’s motives Actions/ reactions/ words

What do these actions/words say about the character?

Try a different lit crit approach for fun!

Story of an Hour, Kate Chopin

Psychological analysisAction, Words, Reaction Analysis

She cried instantly instead of questioning the news of her husbands death.

Relieved?

She readily accepted the news. She went to her room to process her emotions.

She isolated herself in order to keep the others from seeing her true emotions or be surrounded by sadness.

She looked out the window to see the “blue skies.”

The character is looking at the open blue skies which represent freedom to her.

She felt something trying to possess her- take over her being.

We can see that Mrs. Mallard was relieved that her husband died and her being began to feel a sense of freedom.

Story of an Hour, Kate Chopin

Psychological analysisAction, Words, Reaction Analysis

Repression

Isolation?

Denial ?

Intellectualization

Archetypes- the blue skies = freedom

Groups Group Name Group Points Group Members Summary

The JiebersCh 11


The A-Team Ch 12

25 Eric, Kathy, Victor, Mike

Super TeamCh 13

25 Jacob, Luka, Natasha, Goran, Diana, Ryan

Orange group ch 14


Fabulous Divas

Ch 15


Pink Group Ch 16


Model

Guided Practice

Assessment

Independent Practice

Differentiated Instruction for grade, skill and language differences

Reflect on what you learned

Review the learning objective. Did you meet the objective? Yes or no. If yes, how do you know you met the objective? If no, how do you know you did not meet the

objective? What do you want to learn more about this

subject? What can Mrs. Navejar do to make this lesson

more interesting?

Writing Assessment- 10 Grade

Writing Prompt- “The district would like to implement a dress code policy across the district. Write a 4 paragraph essay arguing for or against this policy.”

You will be evaluated on the following-1.Sentence Structure2.Paragraph structure3.Punctuation4.Grammar 5.Presentation of argument

Listening skills

The U.S. Department of Labor wrote the following about good listening skills in the work place. Why You Need Good Listening Skills better understand assignments and what is expected of

you; build rapport with co-workers, bosses, and clients; show support; work better in a team-based environment; resolve problems with customers, co-workers, and

bosses; answer questions; and find underlying meanings in what others say.

How to show you are listening

maintain eye contact; don't interrupt the speaker; sit still; nod your head; lean toward the speaker; repeat instructions and ask appropriate

questions when the speaker has finished. *this works well in relationships as well*

Date post:	11-May-2015
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