Transcript Week 10 Only 4 Weeks Left!!

Week 10
Only 4 Weeks Left!!
ENG 3A
Bell Ringer: Tuesday
#4
IRA #2:
Please put your name and the Project # on the
F. NO CHANGE
back of your Project and place it on the
Podium.
Size Charac.
G. movement or music or, 1. Diary Entry 8.9. Life
Ball
2. Cast List
10. Poem
3. Comic Strip
11. Facebook/Twitter
H. movement or, music
4. Resume
12. Mosaic
5. Vocab
13. Movie Ad
6. Book Jacket
or,
14. Alternate Ending
7. Scrapbook
15. Photo Essay
J.
movement:
or music
● The
best answer
is F. Theorconjunction or 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
title. Try to find more than one example for your box!
o Do NOT work ahead.
o 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.
Next,
Fill
in
the
Following:
● Gestures:
●
●
●
●
o then explain how the character would signal this line
Movements:
o Next, give stage directions to your character.
 How would they move to prove your point
Facial Expression:
o Next, explain what their face would look like.
 Try to depict the face (create it on you), then
describe it
Vocal Delivery:
o 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. NO CHANGE
G. among
H. with
J. amid
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.
● 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.
Make sure you have a thesis with 2 examples.
o Make sure you have a PROPERLY CITED quote from
each text! That means you must have 2 quotes.
o At least 2 paragraphs (11+ sentences)
o If you do not finish, it’s homework!
o
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