Unit 2: Do people get what they deserve? The Crucible by Arthur Miller Narrative Journal Entry W I can write a narrative to develop a real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. Describe an experience you have had with gossip. Include well-chosen details, at least one narrative technique (dialogue, description, sensory language, precise words, etc.), and well-structured event sequences. Underneath your narrative, identify which narrative technique you used. Underline that technique in your writing. Unit 2 Standards Overview Write an argument (W ) Analyze multiple interpretations of an American Drama. (RL ) Demonstrate knowledge of 18 th, 19 th, and 20 th century foundational works of American literature. (RL ) Integrate and evaluate multiple sources of information presented in different media formats. (RI ) Evaluate reasoning in seminal U.S. texts. (RI ) Analyze 17 th, 18 th, and 19 th century foundational U.S. documents of historical and literary significance. (RI ) Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric. (SL ) ACT English Standards Memo Tomorrow: Lab #220 to work on Crucible research. Theme project (Twitter, song, comic) due Wednesday. Friday: Lab #222 to work on ILPs with Ms. Chilko. The Crucible Anticipation Guide W a I can introduce a precise, knowledgeable claim. Choose five of the following statements and write a claim stating whether you agree or disagree and why. 1.The truth always prevails. 2.Gossip is harmless. 3.Different ages do not matter in a loving relationship. 4.Adultery is never acceptable. 5.People should be innocent until proven guilty. 6.Going to church makes you a good person. 7.Allowing evil to happen makes you equally guilty. 8.You should be willing to die for your beliefs. 9.Lying to protect yourself or others is forgivable. 10.Conforming to the crowd is acceptable if it saves your life. Unit Focus: Writing Claims W a I can introduce a precise, knowledgeable claim. A CLAIM is a statement that asserts a belief or position. In an argument, a claim needs to be stated in a THESIS and requires support with REASONS. A CLAIM should be stated as a fact, not an opinion; therefore, there should be no personal pronouns such as I or my. Choose one statement from the anticipation guide that you feel very strongly about. Write a thesis that includes your claim and three potential reasons for your claim. Different ages matter in a relationship due to differences in emotional, mental, and sexual maturity. Going to church does not necessarily make you a good person because many evil people attend religious services, true goodness requires faith as well as works, and there are many good people who choose not to attend worship. Unit Focus: Writing Claims W a I can introduce a precise, knowledgeable claim. Directions: Of the three prompts given, choose one. On a separate sheet of paper, write a clear and concise thesis statement for the prompt of your choice. 1. All-girl schools have been gaining popularity in recent years because of the belief that girls learn better when they arent competing with or intimidated by boys, who statistically get more attention in the classroom. Do you think single-sex schools are a good idea? Write a letter to the school board in which you use specific reasons and examples to support your position. 2. Todays top professional athletes often have salaries and bonuses in the tens of millions of dollars. Do you think these athletes deserve such high compensation? Why or why not? Write an opinion piece for ESPN in which you explain your position and use specific reasons and examples. 3. According to a Czechoslovakian proverb, Better a lie that soothes than a truth that hurts. Do you agree? Why or why not? Write a personal narrative in which you use specific reasons and examples to explain your answer. Rubric for Thesis Statement 4 - No use of personal pronouns, clear and concise claim, and 3 logical reasons 3 - Missing one element from the 4 level 2 - Missing two elements from the 4 level 1 - Missing three elements from the 4 level 0 - Did not do assignment/ thesis does not fit the prompt ACT English Diagnostic Assessment In the previous unit, we focused on ACT Reading standards; this unit will focus on the English standards. Explanatory Journal Entry W I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Good stories about the past are stories about the present. Using examples from The Great Gatsby or another historical novel, discuss and explain this quote. Your entry should include a clear thesis statement with a claim and at least one reason. The Crucible Background Research W I can conduct short research projects to answer a question and demonstrate understanding of the subject under investigation. Read your groups assigned article and answer the questions. When the class is finished reading, meet with your group to create an informational poster The Crucible Background Research W I can conduct short research projects to answer a question and demonstrate understanding of the subject under investigation. 1.What was life like in Puritan New England? Grace Online Library: Family and Government in Puritan New England What values were important to the Puritans? What form of government did the Puritans use? 2.What were the Salem Witch Trials? Salem Witch Museum: The Salem Witch Trials of 1692 Smithsonian: A Brief History of the Salem Witch Trials What were the major events of the Salem Witch Trials? How were the witch trials a result of the time and place they occurred? 3.What is McCarthyism? PBS: McCarthyism Who was Senator McCarthy? What is Communism and why did Americans feel threatened by it? 4.Who was Arthur Miller? NEH: Arthur Miller Biography The Crucible Background Research W I can conduct short research projects to answer a question and demonstrate understanding of the subject under investigation. Choose a different article than the one you have already read to complete the Before Reading section of The Crucible Reading Log. Gale Virtual Reference Library Gale Virtual Reference Library Identify the article and its location. List the key events, ideas, and details from the article. Summarize the article in one paragraph. Argument Journal Entry W I can write arguments to support claims using valid reasoning and relevant and sufficient evidence. Turn in Theme Project (twitter feed, theme song, comic strip) to crate; take out reading journal and Before Reading page from yesterday. Choose a statement from the Anticipation Guide that you could logically argue for or against. Write a thesis for your position in one sentence: Claim Three logical reasons No personal pronouns The Crucible Background Research W I can conduct short research projects to answer a question and demonstrate understanding of the subject under investigation. Puritans Moved to American colonies for religious freedom Very strict rules; no belief in a private life Man was the head of a household; women had no power The church was the law; trials and courts were held by church officials Strong belief in the supernatural, especially that Satan was active on earth The Salem Witch Trials 1692 in Salem, Massachusetts and nearby towns Betty Parris and Abigail Williams were having fits, crawling, screaming, throwing things; no physical ailment was found so it was assumed to be supernatural Women of every class were accused; a slave, Tituba from Barbados, was accused Evidence that the women accused of witchcraft were part of a family feud over land and power Spiraled out of control as everyone accused everyone else Only proof was that of the supposed victims, called spectral evidence Women confessed simply to avoid the execution Ended when a higher court was brought in that did not allow spectral evidence The Crucible Background Research W I can conduct short research projects to answer a question and demonstrate understanding of the subject under investigation. McCarthyism Now means to accuse without evidence Came from Senator McCarthy, who led a campaign against supposed Communists in the 1950s Thousands of Americans were accused of being Communist and were part of torturous questioning; targeted government employees and people in the entertainment industry Many people accused others to prove their own innocence Like the witch trials, there was little evidence to cause people to lose their jobs and suffer imprisonment Arthur Miller American playwright, wrote The Crucible as a reaction to McCarthyism Testified against McCarthyism Received a Pulitzer Prize for Drama Married to Marilyn Monroe The Crucible Reading Log L I can determine or clarify the meaning of unknown words using context and reference materials. RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. BEFORE READING: Historical Context completed yesterday with lab research DURING READING: Vocabulary Log For each half of the book, identify your own contextual vocabulary words and complete activities There will still be a quiz every other week DURING READING: Reading Log As you read, stop every five pages to answer question with textual evidence and inferences. Explanatory Journal Entry W I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Read A Note on the Historical Accuracy of this Play on page 2 of The Crucible. In your reading journal, explain how and WHY the play is different than the actual historical record. Begin with a clear thesis statement and use specific details from the text. When writing The Crucible, Arthur Miller took some creative liberties with the historical record. For instance, he adapted the number of victims, changed Abbys age, and condensed the multiple judges into only two. His reasons for these changes included dramatic purposes, meaning he needed the changes to make the story more interesting. He also employed his imagination to fill in gaps from the historical record. Memo Tomorrow: Lab #222 to work on ILPs with Ms. Chilko. Monday: Lab #220 to edit narrative drafts; Mr. Thornsbury will be coming around to make ids. The Crucible: Character Map RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Create a character map on the back of the first page of your reading packet. Identify and describe major characters. Trace the connections between characters. The Crucible Act 1 RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Stage Directions/Narrator Reverend Parris (MAJOR) Tituba Abigail Williams (MAJOR) Susanna Walcott Ann Putnam Thomas Putnam (MAJOR) Mercy Lewis Mary Warren Betty Parris John Proctor (MAJOR) Rebecca Nurse Giles Corey (MAJOR) Reverend John Hale (MAJOR) Read dialogue and stage directions (in italics) for the Act One. As you read, stop occasionally to discuss with the group to make sure everyone knows what is happening. Reread and discuss difficult or confusing parts. When you come to the longer prose passages (pg. 3-8, pg ), read only the first two paragraphs, then skip ahead to dialogue. We will do close readings of these passages in class. The Crucible Reading Log L I can determine or clarify the meaning of unknown words using context and reference materials. RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CHARACTER MAP: identify and describe characters as they are introduced, trace their connections DURING READING: Vocabulary Log Complete at least 2 entries for this week DURING READING: Reading Log Complete an entry for every five pages; when you have finished Act One, you should have 9 entries. Explanatory Journal Entry W I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Explain how different mediums, such as a written drama or novel and its filmed version, could interpret a story differently. What might be similar? What might be different? Provide an example from The Great Gatsby. The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Elements of the medium itself Script: stage directions, dialogue Live performance: cast, scenery, props, costumes, make-up, speech, sound and lighting, music Audio: speech, music, sound effects Film: locations, camera angles, close ups, special effects, editing, larger cast The authors interpretation: each person who has control of the source material may choose to adapt it differently, changing the characters, settings, and even themes based on what he or his potential audience finds important History: Who chooses what history is recorded? Playwright: Why did Arthur Miller change history for his play? Stage director: Why might a stage director make changes? Film director: Why did Lurhmann put Nick in a sanitarium? The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Other mediums: music, video games, drawing, painting, comics, architecture, animation, dance, photography, sculpture, graffiti, pyrotechnics, Interpretations of The Wizard of Oz Interpretations of The Wizard of Oz L. Frank Baums The Wizard of Oz L. Frank Baums sequels to The Wizard of Oz MGMs The Wizard of Oz film (one of MANY film versions) Wicked by Gregory Maguire Wicked Broadway Musical Disneys Oz the Great and Powerful Describe an example of multiple versions that you have experienced. The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Plot Element ScriptFilm Exposition Setting Characters Plot The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Choose a plot element from the chart and analyze the differences between the play and the film. Discuss why the authors of the two interpretations included the plot element differently. Begin with an introductory sentence that states your topic and identifies which plot element you are discussing. Use texting sentence starters to explicitly reference evidence and examples. Use capitalization and complete sentences. Use transitional words and phrases. The novel and the film version of The Great Gatsby present the story differently. This contrast shows particularly in the frame narrative. In F. Scott Fitzgeralds original text, Nick is writing the story from his home in the midwest. The film version by Baz Luhrman instead places Nick in a sanitarium, constructing his narrative while also attempting to reconstruct his mental stability. While Fitzgerald wanted to maintain Nicks authority as a narrator, Luhrman chose to emphasize the madness that results from the carelessness of the rich. Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. Find the claim you chose from the anticipation guide. (We did this on 10/16). Review: What makes a successful introduction? Engage and orient the reader State your purpose (thesis statement) Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. Ways of beginning an argument: 1.Explain the larger conversation or debate around the topic 2.Offer background information and details 3.Define key terms or concepts 4.Find common ground with interests and feelings of audience 5.Provoke the audience Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. On the back of your notes, number 1-5 with room for the below questions: A.For each example, identify the way of beginning. B.Locate and record the thesis statement of each beginning. C.State the purpose of the writing: argument or informational. Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. #1 Lets use the F word here. People say its inappropriate, offensive, that it puts people off. But it seems to me its the best way to begin, when its simultaneously devalued and invaluable. Feminist. Feminist. Feminist. -Anna Quindlen, Still Needing the F Word Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. #2 Last April, on a visit to the new Mall of America near Minneapolis, I carried with me the public-relations press kit provided for the benefit of reporters. It included an assortment of fun facts about the mall: 140,000 hot dogs sold each week, 10,000 permanent jobs, 44 escalators and 17 elevats, 12,750 parking places, 13,300 short tons of steel, $1 million in cash disbursed weekly from 8 automatic-teller machines. Opened in the summer of 1992, the mall was built on the 78-acre site of the former Metropolitan Stadium, a five-minute drive from the Minneapolis St. Paul International Airport. With 4.2 million square feet of floor space including twenty-two times the retail footage of the average American shopping center the Mall of America was the largest fully enclosed combination retail and family entertainment complex in the United States. -David Guterson, Enclosed. Encyclopedic. Endured: The Mall of America Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. #3 In universities and on Capitol Hill, in workplaces and newsrooms, authorities are declaring that there is no place for racism, sexism, homophobia, Christian-bashing, and other forms of prejudice in public debate or even in private thought. Only when racism and other forms of prejudice are expunged, say the crusaders for sweetness and light, can minorities be safe and society be fair. So sweet, this dream of a world without prejudice. But the very last thing society should do is seek to utterly eradicate racism and other forms of prejudice. -Jonathan Rauch, In Defense of Prejudice Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. #4 We all want to feel safe. Most Americans lock their doors at night, lock their cars in parking lots, try to park near buildings or under lights, and wear seat belts. Many invest in expensive security systems, carry pepper spray or a stun gun, keep guns in their homes, or take self-defense classes. Obviously, safety and security are important issues in American life. However, many safety measures in airports have gotten out of control, costing us valuable time and causing considerable frustration. -Andy McDonie, Airport Security: What Price Safety? Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. #5 To many people, the word fragrance means something that smells nice, such as perfume. We dont often stop to think that scents are chemicals. Fragrance chemicals are organic compounds that volatilize, or vaporize into the air thats why we can smell them. They are added to products to give them a scent or to mask the odor of other ingredients. The volatile organic chemicals (VOCs) emitted by fragrance products can contribute to poor indoor health quality and are associated with a variety of adverse health effects. -Health Care without Harm, Fragrances Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. A.On a clean sheet of paper, draft an introduction with your claim at the end. A.Remember, a CLAIM is a statement that asserts a belief or position. In an argument, a claim needs to be stated in a THESIS and requires support with REASONS. B.Identify the way of beginning you are using and explain why you chose it. Introducing a Claim W a I can introduce a precise, knowledgeable claim and establish its significance. Common Formative Assessment on Thesis Statements - #2 Choose one of the three prompts and write a clear, concise thesis statement. To score a four: No personal pronouns Clear, concise claim Three logical reasons No spelling or punctuation errors. One sentence. Explanatory Journal Entry W I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A misplaced comma can create more confusion than a conversation with a teenager. -The Complete Idiots Guide to Grammar and Style Explain the purposes of a comma and give specific examples. Take out reading log. The Crucible Reading Log L I can determine or clarify the meaning of unknown words using context and reference materials. RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Vocabulary Log By end of Wednesday, first vocab sheet COMPLETED. Reading Log By end of Wednesday, 15 reading log entries completed. Pause and Effect ACT English: I can use commas appropriately. Comma: a punctuation mark that creates a pause or separation between ideas Pause and Effect ACT English: I can use commas appropriately. Comma Compound sentences Introductory elements Interrupting details Additions at the end Series of three or more items Pause and Effect ACT English: I can use commas appropriately. With a FANBOY (for, and, nor, but, or, yet) to make a compound sentence The roof rafters are exposed, and the wood colors are raw and unmellowed. Pause and Effect ACT English: I can use commas appropriately. We have inherited this belief, it has helped and hurt us. The American continent stretched endlessly west and it was full of mystery for them. Pause and Effect ACT English: I can use commas appropriately. After an introductory element (AAAWWUBBIS: after, although, as, when, while, until, because, before, if since) As the curtain rises, Reverand Parris is discovered kneeling beside the bed. Pause and Effect ACT English: I can use commas appropriately. When a new farmhouse was built friends assembled to raise the roof. When one rises above the individual villainy displayed, one can only pity them all. Pause and Effect ACT English: I can use commas appropriately. With interrupting details His daughter, Betty Parris, aged ten, is lying on the bed, inert. Pause and Effect ACT English: I can use commas appropriately. It was also in my opinion one of the things that a John Proctor would rebel against. The Salem tragedy which is about to begin in these pages developed from a paradox. Pause and Effect ACT English: I can use commas appropriately. Set off additions A candle still burns near the bed, which is at the right. Pause and Effect ACT English: I can use commas appropriately. The people of Salem developed a theocracy a combination of state and religious power. There was a good supply of neer-do-wells in Salem who dallied at the tavern. Pause and Effect ACT English: I can use commas appropriately. Separate a series of three or more items A chest, a chair and a small table are the other furnishings. Pause and Effect ACT English: I can use commas appropriately. He never conceived that children were anything but thankful for being permitted to walk straight eyes slightly lowered arms at the sides and mouths shut until bidden to speak. Their self-denial their purposefulness their suspicion of all vain pursuits and their hard-handed justice made them perfect for conquest of this space. Argument Journal Entry W I can write arguments to support claims using valid reasoning and relevant and sufficient evidence.. Turn in Comma homework on projector; pick up a pen of each color: red, purple, blue, black Take out The Crucible Reading Log. After introductions are passed back, rewrite according to feedback; if you did not turn one in, write one now. YOUR INTRODUCTION SHOULD END WITH A CLEAR THESIS STATEMENT: CLAIM + THREE REASONS = THESIS STATEMENT MEMO: Reading Log check on Friday Vocab Quiz Friday (4 words from vocab log) Review Quiz Friday: Claims (thesis = claim + reasons) Commas (5 rules) Introducing claims (5 ways of beginning) Developing claims (7 types of evidence) Visit my website if you need notes: clarkenglish3honors.wikispaces.com The Crucible Reading Log L I can determine or clarify the meaning of unknown words using context and reference materials. RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Vocabulary Log Act One and Two Vocab sheet completed Reading Log Fifteen entries completed Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. A body paragraph should develop the claim by including: 1.A topic sentence that provides a reason that supports the claim 2.Evidence to support the reason 3.Explanation of how evidence supports reason 4.Transitions to connect claims and reasons, reasons and evidence Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Types of Evidence 1.Facts: ideas accepted as true 2.Statistics: Numerical data produced through research 3.Examples: Specific instances that illustrate general statements 4.Authorities: experts on the subject 5.Anecdotes: brief narratives 6.Scenarios: hypothetical situations 7.Textual evidence: quotations, paraphrases, summaries Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Underline or highlight each of the below in the sample paragraphs with various colors 1.Topic sentence that relates reason to claim (Purple) 2.Evidence to support reason (Red) 3.Explanation of how evidence supports reason (Blue) 4.Transitions to connect claims and reasons, reasons and evidence (Green) In the left margin, identify the types of evidence used. In the right margin, identify the purpose of commas. Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Although obnoxiouss never entirely cease, the flow of spam is often seasonal. It slows in the spring, and then, in the month that technology specialists call black Septemberwhen hundreds of thousands of students return to college, many armed with new computers and access to fast Internet connectionsthe levels rise sharply. As a result, students who should be focusing on academics become bogged down in junk mailboxes with the rest of society. -Michael Specter, Damn Spam Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. While protein is an important nutrient, proportions in this country are out of hand. Americans are downing close to 200 pounds of meat, poultry and fish per capita per year (dairy and eggs are separate, and hardly insignificant), an increase of 50 pounds per person from 50 years ago. We each consume something like 110 grams of protein a day, about twice the federal governments recommended allowance; of that, about 75 grams come from animal protein. (The recommended level is itself considered by many dietary experts to be higher than it needs to be.) Its likely that most of us would do just fine on around 30 grams of protein a day, virtually all of it from plant sources. In brief, we consume far more protein than our bodies actually require. -Mark Bittman, Rethinking the Meat Guzzler Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Even sure-footed natives on a dark night could misjudge the lay of the land, stumbling into a ditch or off a precipice. For example, in Aberdeenshire, a fifteen-year-old girl died in 1739 after straying from her customary path through a churchyard and tumbling into a newly dug grave. Likewise, the Yorkshireman Arthur Jessop, returning from a neighbors home on a cold December evening, fell into a stone pit after losing his bearings. Without artificial lighting to clarify paths, many people went tragically astray in their own territories. -A. Roger Ekirch, At Days Close: Night in Times Past Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. One way to realize the potential of the earths shrinking wood cover is to reclaim deforested land. Reed Funk, professor of plant biology at Rutgers University, believes the vast areas of deforested land can be used to grow trillions of genetically improved trees for food, mostly nuts, and for fuel. Funk sees nuts used to supplement meat as a source of high-quality protein in developing-country diets. He also sees trees grown on this deforested land, much of it now wasteland, being used for conversion into ethanol for automotive fuel. As Funks ideas show, humans can rethink the global economy to create a sustainable world. -Lester R. Brown, Plan B 2.0: Rescuing a Planet under Stress and a Civilization in Trouble Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. When I was down in Houston visiting evacuees a few days after Katrina, I met a woman in the Reliant Center who had long known these storms in her life. She told me, "We had nothing before the hurricane. Now we got less than nothing." We had nothing before the hurricane. Now we got less than nothing. I think about her sometimes. I think about how America left her behind. And I wonder where she is today. America failed that woman long before that failure showed up on our television screens. We failed her again during Katrina. And - tragically - we are failing her for a third time. That needs to change. It's time for us to restore our trust with her; it's time for America to rebuild trust with the people of New Orleans and the Gulf Coast. -Barack Obama, Rebuilding Trust with New Orleans Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Christmas is indeed a magical time, shown first by the impossibility of Santas Christmas Eve delivery schedule Let's assume that Santa only visits those who are children in the eyes of the law, that is, those under the age of 18. There are roughly 2 billion such individuals in the world. However, Santa started his annual activities long before diversity and equal opportunity became issues, and as a result he doesn't handle Muslim, Hindu, Jewish and Buddhist children. That reduces his workload significantly to a mere 15% of the total, namely 378 million. However, the crucial figure is not the number of children but the number of homes Santa has to visit. According to the most recent census data, the average size of a family in the world is 3.5 children per household. Thus, Santa has to visit 108,000,000 individual homes. (Of course, as everyone knows, Santa only visits good children, but we can surely assume that, on an average, at least one child of the 3.5 in each home meets that criterion.) Thats quite a challenge, overcome only by magic. -Keith Devlin, The Mathematics of Christmas Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. The scenes where Jim and Huck are in consensus on the raft contain the moments in which they are most relaxed. For instance, in chapter twelve of the novel, Huck, after escaping capture from Jacksons Island, calls the rafting life solemn and articulates their experience as living pretty high (Twain 75-76). Likewise, after escaping the unresolved feud in chapter eighteen, Huck is unquestionably at ease on the raft: I was powerful glad to get away from the feuds We said there warnt no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft dont. You feel mighty free and easy and comfortable on a raft (Twain 134). In each of these instances, Hucks own words describe how comfortable he feels on the raft. -Dave Nichols, Less All Be Friends: Rafts as Negotiating Platforms in Twains Huckleberry Finn Take out your reading log for The Crucible. Turn in any missing work: Introduction Comma homework Developing Claim analysis MEMO: Reading Log check on Friday Vocab Quiz Friday (4 words from vocab log) Review Quiz Friday: Claims (thesis = claim + reasons) Commas (5 rules) Introducing claims (5 ways of beginning) Developing claims (7 types of evidence) Visit my website if you need notes: clarkenglish3honors.wikispaces.com The Crucible Reading Log L I can determine or clarify the meaning of unknown words using context and reference materials. RL I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Vocabulary Log Act One and Two Vocab sheet completed Reading Log Fifteen entries completed The Crucible and Multiple Interpretations ACT TWO RL I can analyze how authors interpret a source text in different mediums. New SceneDescriptionPurpose Arrival of judges Goody trials Trial of George Jacobs John and Abby in woods Abby with a needle The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Choose an added scene from the chart to describe and analyze the directors purpose. Begin with an introductory sentence that states your topic and identifies which plot element you are discussing. Use texting sentence starters to explicitly reference evidence and examples. Use transitional words and phrases. Use capitalization and complete sentences. In Baz Luhrmans film version of The Great Gatsby, a scene was added to the story between the first and second chapters. In this scene, the camera cuts from the flashback storyline to Nick talking to a therapist. Because Nick is so troubled by his tragic tale, the therapist encourages him to write his story down. The director may have included this scene to foreshadow the ending, demonstrate Nicks turmoil over the matter, and explain why he wrote the book. Developing Claims W b I can develop claims and counterclaims fairly and thoroughly, supplying relevant evidence. W I can use words, phrases, and clauses to clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. Write a body paragraph to support your claim; again, use the colors to identify the important parts. 1.Topic sentence that relates reason to claim (Purple) 2.Evidence to support reason (Red) 3.Explanation of how evidence supports reason (Blue) 4.Transitions to connect claims and reasons, reasons and evidence (Green) In the left margin, identify the types of evidence used. In the right margin, identify the purpose of commas. The Crucible and Multiple Interpretations RL I can analyze how authors interpret a source text in different mediums. Discuss which version you find most effective so far. Avoid stating opinions; support your claim with specific examples from the play and film. Design a new interpretation of The Crucible. Choose a medium and describe how it would represent the major plot elements of Act One.