Thursday, 10/11

1. Type 1, 2, and 3 quiz
2. review vocab 2
3. Review packet

4. turn in packets

5. Essay questions

6. Keystone prep

451 ch 3

451 ch. 3

Hey Integrated,

I am not in today.  Please take this time to really read/ review chapter 3.  I added a few Key Point questions below.  Really think about your answers.

I will see you tomorrow.

Have a wonderful Tuesday!

Mrs. C

Bell Ringer: 

Does Montag really fit in with his new friends that he meets during his escape?

1. Please answer the following questions

          A. List the key “events/ actions” on these pages.

             B. List any evidence of irony, foreshadowing, plot structure,                          

                   characterization, etc

              C.  Indicate two passages or quotes to be discussed.  (You don’t need to  

               write out the passage).

2. Finish reading chapter 3 in 451 and answer packet questions
3. Complete missing person's report

Homework for  tomorrow, Wednesday 10/10- finish Section 3  and packet work for 451

#451 vocab quiz 2 on Friday, 10/12

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

Section 2

Goal: Students will analyze comparisons to this Not so "future" society. 

Students will read, discuss and analyze section 2 of 451

Monday:

Bell Ringer: Is there any part of this novel that you can see happening in our near future?

Monday Assignment:

1. Type 1 and 2 quiz up to page 90

1A. Students will review the packet questions
2. Students will review and discuss sections of the text
3. Students will continue reading the text.

Tuesday Assignment

Tuesday:  (Happy Tuesday!!!)

What actual historical events does Bradbury metaphorically represent up to this point in the novel.

1. Review the 451 packet and vocab for section 1
2. Homework:  For tomorrow, finish section 2 (Page 110) the packet and vocab for section 2
3. Review up to page 90
4. Compare and contrast 451 and Cask
5. Complete the Missing person's report on Thursday

Wednesday, 10/3
Bell Ringer: Who do you think turned Montag in?

1. Type 1,2,3 quiz up to page 110
2. Analyze section 2
3. Go over vocab section 2
4. Review packet work

Thursday, 10/4

Bell Ringer:  Explain how Montag has changed from the beginning of the novel.

1.Finish Cask of Amontillado

To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"

Link to Missing Person's Report

2. Read:

There Will Come Soft Rains

Compare and contrast Bradbury's writing.  How is this story similar to 451?

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

-Students will discuss the Bradbury and his contributions to Science Fiction
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society
(Assessment)

Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

Students will review Critical Thinking (text) questions after the text

Friday- Vocab Test section 1 451

Homework for Wednesday 10/10- finish Section 3  and packet work for 451


#451 vocab quiz on Friday, 10/5

Friday, 10/5

1. Take vocab test
2. Finish reading chapter 3 in 451 and answer packet questions
3. Complete missing person's report

Homework for Wednesday 10/10- finish Section 3  and packet work for 451

#451 vocab quiz on Friday, 10/5

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

451 intro

Class Plan- Monday:

-Collect Voc 4 Sent

-Voc 4 review Tuesday

-Go over web quest

-Quiz pages 1-24

-Review Packet

Tuesday:

- Review Vocab lesson 4

*Test on Friday

- Finish going over web quest

-Homework: Read up to page 40 for Tomorrow and answer packet questions

Wednesday:

- Go over 451 up to page 40

-Quiz/ vocab

Read a short story: "Cask of Amontillado"

Define the following in the story:
Situational Irony - Occurs when the outcome is the opposite of what a character or reader expects.

Surprise Ending - A literary device that creates sudden irony.  A good reader will find clues throughout  the story.

Inferences- Based on details that an author provides and the reader interprets based on his/ her knowledge or experience.  

materials:  text, highlighter/ pen, paper

Terms: Plot structure - introduction, rising action, climax, falling action, resolution; theme; situational irony, surprise ending and inference

Friday Overview
-Vocab Test 4
-Go over 451 up to pages 68.  (JC Quiz)

-Homework over break:  Read up to page 90
-Complete Packet work
-Vocab 5 with sentences due

Introduce Cask of Amontillado

"Cask of Amontillado"

1. Students will open their Spine Tinglers packet page 5 - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

7. Complete the questions following the story

Assessment: Plot structure worksheet

(to review key elements of the story)

To assess comprehension of the story and review writing concepts, students will complete a "Missing Person's Report"

Link to Missing Person's Report

Author Analysis

-Compare the two short stories by Poe

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

Assign readings for Friday:

-Homework for Friday: finish Chapter 1 in 451 for Friday and answer packet questions

______________________________________________________________

451 - Chapter 1

Goal: Students will analyze comparisons to this Not so "future" society.
Students will read, discuss and analyze pages 18-31 of 451

Bell Ringer:

Monday

Type 1 writing:

Write five sentences about Montag's interaction with Clarisse

Tuesday:

Find 2 similarities between our society and the society in this book

Wednesday

Type 1 writing:

Write five sentences about Montag's interaction with Beaty at the firestation


Thursday

  Write five sentences about Mildred

Friday:Type 1 writing:

Write 5 sentences about Montag's home life.

Due on Wednesday, 9/19
Read up to page 41
Complete packet questions and vocab work for section 1

1. Students will review the packet questions
2. Students will review and discuss sections of the text (Pgs 9-31)
3. Students will continue reading the text.

Homework over vacation:

Vocabulary for section 1

Read up to page 40.

Answer packet questions

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

451 Intro

Tuesday, 9/11 - Review Vocab 3

**Short Story Terms Test - Wedensday, 9/12
________________________________________
1. -Pass out 451 books and Packets.

Ray Bradbury introduction

*Bradbury hated computers, never wanted to drive, wrote 451 in less than a week, had his first work published at 14

Ray Bradbury, American novelist, short story writer, essayist, playwright, screenwriter and poet, was born August 22, 1920 in Waukegan, Illinois. He graduated from a Los Angeles high school in 1938. Although his formal education ended there, he became a "student of life," selling newspapers on L.A. street corners from 1938 to 1942, spending his nights in the public library and his days at the typewriter. He became a full-time writer in 1943, and contributed numerous short stories to periodicals before publishing a collection of them, Dark Carnival, in 1947. 

His reputation as a writer of courage and vision was established with the publication of The Martian Chronicles in 1950, which describes the first attempts of Earth people to conquer and colonize Mars, and the unintended consequences. Next came The Illustrated Man and then, in 1953, Fahrenheit 451, which many consider to be Bradbury's masterpiece, a scathing indictment of censorship set in a future world where the written word is forbidden. In an attempt to salvage their history and culture, a group of rebels memorize entire works of literature and philosophy as their books are burned by the totalitarian state. Other works include The October Country, Dandelion Wine, A Medicine for Melancholy, Something Wicked This Way Comes, I Sing the Body Electric!, Quicker Than the Eye, and Driving Blind. In all, Bradbury has published more than thirty books, close to 600 short stories, and numerous poems, essays, and plays. His short stories have appeared in more than 1,000 school curriculum "recommended reading" anthologies. 

2. Read the First Amendment:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

How does this apply to your life?

 2. Copy the Character List:

Guy Montag The protagonist, an unhappy, complacent man who is thirty years old. He has been a fireman for ten years. He meets Clarisse and finds that her outlook on life is refreshing.

Mildred Montag (Millie) Guy's self-destructive wife, also thirty years old, who reveals to Montag the alienated existence of citizens in his society. She has never wanted children and considers her family to be television characters.

Clarisse McClellan Montag's new neighbor, seventeen years old, who calls herself crazy and enjoys conversations. Her recalcitrance and nonconformity allow Montag to discover how jaded his view of life has become.

Captain Beatty The antagonist of the book and Montag's superior, the Fire Captain, who functions as the apologist for the dystopian culture in which Montag lives. He is well read and uses his knowledge of books as a weapon to fight curiosity about them.

Mechanical Hound A machine, similar to a trained killer dog that the firefighters use to track down and capture criminals. The Hound disables and kills offenders with a morphine or procaine needle.

Unidentified Woman A woman from the ancient part of the city. Her martyrdom reveals to Montag the power of civil disobedience, books, and ideas.

Faber An elderly man, a retired English professor who is an underground, though ineffectual, scholar. He becomes Montag's ally and mentor.

Granger An ex-writer who is the unacknowledged leader of the social outcasts and criminals. He unites the group to keep the content of books safe.

Stoneman and Black Montag's fellow firemen who are conformists, and conservatives. Together with Beatty, they form Montag's familiar working colleagues.

Mrs. Phelps and Mrs. Bowles Millie's friends who do not question the social structure. Their husbands are called away to war. They also view the television characters as their families and become agitated when Montag reads to them.

Fred Clement, Dr. Simmons, Professor West, Reverend Padover, and Harris in Youngstown Social outcasts and criminals who are led by Granger. They choose and memorize a book to ensure that the story is never forgotten.

3. Read the following overview:

     Guy Montag is a fireman who lives in a society in which books are illegal. His job is not to

extinguish fires, but to light them. He burns books, and all the firemen

wear the number "451" on their uniforms because that is the temperature

at which books burn.

     But the role reversal of the firemen is not the only difference between

present-day society and the world in which Montag lives. People of

Montag's world take no interest in politics or world issues. The only point

of life is pleasure. Montag's wife, Mildred, spends her time watching the

televisions that take up three of the four walls in their parlor, or listening

to the seashell radios that fit snugly in the ear. It isn't until Montag meets

a young girl named Clarisse that he realizes that there might be more to

life than the electronic entertainment that absorbs everyone. Clarisse

makes him think about the world beyond the wall television and seashell

radios; she makes him wonder about life

4.

451 Webquest - We will begin working on the webquest in class on 9/11
                          -I will give you time to start it/ work on it in class today, 9/11 and tomorrow, 9/12.
                          -It will be due on Friday, 9/14 -www.turnitin.com

Vocab 3 test will be on Friday, 9/14

Montag, Mildred, Beatty, Granger


Weekend homework:  Read up to page 24 in 451

complete corresponding packet work.

Short Story Intro

Part 1

Bell Ringers: Select the correct answer and circle the context clues.
Tuesday, 9/4

1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping    B. Poverty  C.Route; travel plan   D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

Wednesday, 9/5

4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

5  Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure

9/4

- Students will turn in their sentences for vocab lesson 2

-REMINDER - all 5 paragraph essays should have been turned in today.

-We will finish discussing "Contents"

-Students will complete their first plot structure during class

9/5

1. Review vocab lesson 2

-The test will be Friday, 9/7 during period 7

2. Introduce Edgar Allan Poe and "Masque of the Red Death"

9/6

-Finish discussion of "Masque"
-Complete symbolism activity
-Discuss comprehension quesionts
-Pass out 451 books and Packets.

Ray Bradbury introduction
451 Webquest - We will begin working on the webquest in class on Monday, 9/10
                          -I will give you time to start it/ work on it in class on Monday and                               Tuesday next week.
                          -It will be due on Friday, 9/14 -www.turnitin.com

9/7

Period 7

-Vocab 2 Test

Period 8 - Library

9/10- Vocab 3 due with sentences

9/12 - Short Story Terms Test

_____________________________________________________________

Part 2

"Masque of the Red Death"

Students will be introduced to the story, "Masque of the Red Death"


Goals:
Students will read about Edgar Allen Poe: Text pg. 339
1. Edgar Allen Poe
www.PHSchool.com (use web code: eqe 9210)

Edgar Allan Poe- Born 1809

One of the first great American storytellers

His work helped define the  term "Short Story"

Lived a tragic life

-orphaned at the age of 3

-Lived with a foster family -The Allans (his middle name)

-They paid for his college - However, they stopped paying when Edgar ran up gambling debts

--Married Virginia Clemm- died from tuberculous in 1887

-Poe became antisocial and depressed

-Was found delirious on a Baltimore street and died three days later- 1849

2. Students will discuss the Red Death: Text pg. 339
-Ring Around the Rosy: Ring around the Rosy? Yes, you read it right. Most all of us know this common nursery rhyme, but do you know where it originated? Ring around the Rosy is actually a song about the Black Plague that originated in England. It says, "Ring around the rosy" meaning the red, rosy rings that form around the sores when you are infected. "Pocket full of Posy" resembles the sweet-smelling herbs, called posies, that were placed in peoples' pockets because they thought that bad smells contracted disease. "Ashes, Ashes, we all fall down" is translated to be the massive amounts of death and cremation of bodies during the 14th century in Europe when the disease broke out. Not such a fun and friendly nursery rhyme anymore, is it?

-Facts about the Black Death- http://facts.randomhistory.com/2009/06/09_black-death.html

3.Students will learn about Symbolism-
Students will read page 338 in their text

- Symbols around us; In pairs, students should make a list of symbols encountered in everyday life...for example:  A green light tells you that it is your turn to go;  A red light tells you that it is your turn to stop;  A bell may signal the beginning of the school day 

Allegory -
An allegory is a story intended to be read on a symbolic level.  In an allegorical story, the characters, settings and events are intended to have meanings independent of the actions in the surface story.  For example, a story may stand for the entire world.  In fact, the entire story can be seen as a symbol representing a truth about a condition of life. 

Now it is your turn: List as many symbols as you can and indicate their meaning

- Students will open their packets - read footnotes and vocabulary words

- Students will make predictions

- As a class, students and teacher will discuss the concept of "trust"

- Students will read the story

- Students will answer questions following the story

- Students will complete a plot struct

4. Students will read and take notes on "Masque of the Red Death" page 340

 Students will Complete the follow up questions on page 348

All answers will be written in the notebook and discussed

Students will complete the Plot Structure Worksheet

5. Students will list and explain the following symbols/ allegorical concepts in the story:
-7 rooms
-Colors in each room
-Prince Prospero
-Overall allegory
-Masqued figure
-Clock
-The masquerade ball
-The Castle
-The story itself
-The Brazier of Fire
-The Revelers
-The Band

Assessment: Assessment/ Comprehension questions and Plot structure worksheet

(to review key elements of the story)

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Intro to Short Story

I. Essay

Dates:  

1. Turn in outlines by Friday, 8/31- turnitin.com

2. Run your paper through www.grammarly.com/edu

3. Turn in your final draft by Tuesday, 9/4- turnitin.com

1. Today we are going to review, finalize and turn in our outlines to www.turnitin.com

2. Students will review their thesis statement with the teacher

5 Paragraph Essay LINK !      

5 Paragraph Outline LINK

VOCAB 1 TEST - FRIDAY, 8/31

___________________________________________________________
II. Bell Ringer - Use a new sheet. Use each word in a NEW sentence and include/ mark context clues

8/27

1. James is a STAUNCH supporter of his family
A. Impossible to recover   B. Producing wealth  C. Steadfast; loyal D. a stock of works  E. first public appearance

2. After loosing $10,000 last year, he closed the business when it was no longer LUCRATIVE..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

8/28
1.. Terrified of this new experience, the singer was nervous before her DEBUT..
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance
2.. The singer's REPERTOIRE was limited to show tunes.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance5. After the computer crashed, the files were IRRETRIEVABLE.
A. Impossible to recover B. Producing wealth C. Steadfast; loyal D. a stock of works E. first public appearance

_____________________________________________________

III. Intro to Short Story

Goal:1. Students will review short story terms

2. Students will practice taking essential notes from lecture/ worksheet

3. Terms:  See Short Story Terms on PowerPoint and worksheet

LINK to worksheet

4. There will be a test on the Short Story terms on Wednesday, 9/12
_____________________________________________________________________________
Materials:  
Literary Notes                                                                          

  Literary Terms Power Point

Literary Terms Worksheet: LINK 

                        Pen/Pencil                                                        Whiteboard

IV. Read first short story -Date/ Deadline TBD

1. Students will learn to make conclusions using clues/ context clues

A. Each student will get a sheet of paper

B. Students will review "evidence": from a crime scene  Evidence LIst

C. Students will evaluate the circumstances and reasons for the victim's death

Procedure:

1. Students will read the introduction to "Contents of a Dead Man's Pockets" in their packet. Students will discuss why people take risks

3. Students will make predictions about the "Contents" and begin reading

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions AT THE END OF THE STORY

  Literary Focus:QUESTIONS

7. Students will complete a plot structure worksheet

Assessment:  There will be a short quiz following the reading

Homework: .

1. Finish reading story

2. Answer questions: 1-3 under Literary Focus: Suspense

3.  After reviewing the evidence, the students will write a short paragraph discussing the cause of the person's death.  Students will also list "character traits"  that are evident from the evidence.

Standards

Standard - CC.1.2.9-10.A

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard - CC.1.2.9-10.J

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

                                    

1.3- Read, analyze and interpret literature

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

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