Transcript Week 10 Only 4 Weeks Left!!
Week 10
Only 4 Weeks Left!!
ENG 3A
Bell Ringer: Tuesday
#4
F.
NO CHANGE I RA #2: Please put your name and the Project # on the back of your Project and place it on the
G.
movement or music or, Podium.
1. Diary Entry 8. Life Size Charac.
9.
Ball
H.
or, movement or, music 2. Cast List 3. Comic Strip 4. Resume 5. Vocab 6. Book Jacket 7. Scrapbook movement: or music or
or
10. Poem 11. Facebook/Twitter 12. Mosaic 13. Movie Ad 14. Alternate Ending 15. Photo Essay is used between the items in this series, so no commas are needed.
● Mark your answer on the board. Then sit quietly.
●
ALL electronics need to be PUT AWAY!
Today:
● We are going to listen to Act 1 of
The Crucible
.
● Before reading, we are going to look at the word “Foil” and define it.
Watch this!
On Your Own
● After we read and watch the definition of foil, list 4 examples you can think of from TV, movies, comic books, ect. ● What makes them a foil? Give a description of each character explaining how they are a foil. ● Be prepared to share
As you watch, pick two examples and give a description of the characteristics that make them a foil.
With Your ELBOW partner...
● Share your descriptions of your own examples and the examples from the video.
● Make sure you have a good list. It will help you with
The Crucible.
While You Listen to Act 1:
● Find examples of how Giles Corey and John Hale can be seen as character foils to John Proctor.
o Note the similarities and differences in actions and attitudes between Hale and Proctor and Corey and Proctor.
● Make notes on Post-Its and place in book.
o Make SURE you put a page number on the Post-It.
The Crucible: Act 1
Note: This is a dramatic play. Some lines are skipped or altered. Try to follow along the best you can. We will pause and read out loud the character descriptions. ● Find examples of how Giles Corey and John Hale can be seen as character foils to John Proctor.
o Note the similarities and differences in actions and attitudes between Hale and Proctor and Corey and Proctor.
● Make notes on Post-Its and place in book.
Make SURE you put a page number on the Post-It.
What Examples Did You Find?
● Find examples of how Giles Corey and John Hale can be seen as character foils to John Proctor.
o Note the similarities and differences in actions and attitudes between Hale and Proctor and Corey and Proctor.
● Make notes on Post-Its and place in book.
● SHARE with your elbow partner.
● Get into your numbered groups.
o Share your answers and select the strongest example.
Write it on the Large Post-It on the board.
Bell Ringer: Wednesday
#5:
A.
NO CHANGE
B.
have been
C.
having been
D.
OMIT the underlined portion.
The best answer is A.
It provides the correct verb tense and is a complete sentence.
● Mark your answer on the board. Then sit quietly.
●
ALL electronics need to be PUT AWAY!
Today:
● You are directing an important scene from
The Crucible
. You must decide how to portray the relationship between Proctor and Abigail. ● Based on the lines you picked up, how would you interpret their relationship? ● After jotting down your idea, work with your elbow partner to come up with other ways you could enact the lines.
Re-read the scene from The Crucible:
● As you reread pages 21-24, fill in the LINE section on your own.
● Line: o Write down the lines in the first box that gives proof of the o o title. Try to find more than one example for your box!
Do NOT work ahead. When you are finished with your line, work on
“Proctor is Conflicted in His Feelings for Abigail”
Depending on your numbers:
1: Proctor is in Love with Abigail 2:Proctor Hates Abigail 3:Proctor is Afraid of Abigail 4:Proctor is Conflicted in His Feelings for Abigail 5:Proctor is in Love with Abigail 6:Proctor Hates Abigail 7:Proctor is Afraid of Abigail
When you finish your section, work on “Proctor is Conflicted in His Feelings for Abigail”
In Colored Groups:
● Work together to give
line information
! ● DO NOT COPY THE CHARTS, if I catch you, your group will do the whole assignment on your ● own.
When finished go back to your seat and reread the lines you have written down. Brainstorm how these lines would be acted out.
● Gestures: o ● Movements: o ● Facial Expression: o
Next, Fill in the Following:
then explain how the character would signal this line Next, give stage directions to your character.
Next, explain what their face would look like.
How would they move to prove your point Try to depict the face (create it on you), then o describe it ● Vocal Delivery: Lastly, how would the character say the line? ● DON’T FORGET TO ANSWER THE QUESTION #2!
As we watch:
● Make notes on the last chart on how the movie depicts the relationship between Proctor and ● Abigail.
Homework
: What are the similarities and differences between the movie and the version you had in mind? ● Answer the questions after the Movie Chart.
o I will collect tomorrow!!
Bell Ringer: Thursday
#6:
F.
G.
H.
NO CHANGE among with
The best answer is F
because it provides the appropriate preposition. The word
between
is best here because the comparison is between two things only: the hotel and the meeting hall.
J.
amid
● Mark your answer on the board. ● a. TURN in the LAST PAGE of your charts.
ALL electronics need to be PUT AWAY!
Today:
● We are looking at the difference between
rumor
and
hysteria
.
● On your own, read #1 on page 110. Brainstorm your ideas in the margin.
● With your elbow partner, fill in the definition of rumor and hysteria. (Yes, you can look it up if you don’t know, but put phone away once finished) ● Then find synonyms for each word. ● Finally, give examples from the text for each word
While You Read The Lessons in Salem:
● Mark the text for possible explanations for the girls’ behavior. ● Be prepared to share your answers.
● When finished, give synonyms for “motif” in the margin under the
Literary Terms
box.
As I Read The Very Proper Gander:
● Underline or highlight reactions to the gander.
● After reading, (in the margin) explain how the reactions could be examples of hysteria.
● Share with your elbow partner.
Last Item for the Day:
● Using details from both texts, explain how Thurber’s fable relates to the action in Act 1 of
The Crucible.
o o Make sure you have a thesis with 2 examples.
Make sure you have a
PROPERLY CITED
quote from each text! That means you must have 2 quotes.
o o At least 2 paragraphs (11+ sentences) If you do not finish,
it’s homework
!
Bring your IRA book tomorrow!!
For the sake of the logic and coherence of the paragraph, Sentence 2 should be: Bell Ringer: Friday
A.
placed where it is now.
B.
placed after Sentence 3.
C.
placed after Sentence 4.
D.
OMITTED from the paragraph.
The best answer is C.
This question asks the test taker to determine the most logical arrangement for the sentences in this paragraph. The paragraph is arranged in chronological order. Sentence 2 should be placed after Sentence 4 because Gellhorn would have "gathered together 7,000 St. Louis women"
after
she "made telephone calls and wrote letters." ● Mark your answer on the board.
● a. Turn in Writing Prompt from yesterday.
ALL electronics need to be PUT AWAY!
Today:
● We are looking at the conflicts in Act 1 AND fixing any errors in “Family Tree” ● Read #1 on page 113. o What motivates the characters to act as they do?
● Once finished, skim through Act 1, and find examples of conflicts between characters. o Do this well and you can pick your partner for the activity
Next:
● With a partner, work to fill in the 2.8 chart you picked up. Make sure you have a page # and example for each conflict. ● Fill in ALL the boxes.
● What bigger picture can these conflicts be examples of (personal power, social power, racism, class-ism, social order, hypocrisy, hysteria, intolerance, or reputation)?
Next:
● Answer the Writing Prompt on page 114: o Write a piece in which you explain how the conflict between one set of characters connects to the larger concepts of hysteria, intolerance, or reputation. Include a topic sentence, specifically stating the conflict in the relationship and the message it helps to convey.
Provide textual evidence to support your claim Write original commentary/analysis that explains the connection between the characters’ conflict and the larger themes of the work.
When finished:
● Finish/edit your Family Tree with connections between characters and descriptions you have learned about the characters.
● Once finished read/work on your IRA Book/Project