Welcome!

1. Welcome! • I’m Ms. Hamfeldt (“Ham-felt”) • This is my third year at AK, and I’ve taught pretty much everything-English since 2008. I also… • Am from Went to this this place: school: • Am marrying this guy in April>>>>>> & will become the parent of this girl >>> • Do things Love to listen to like: these guys:

2. ENGLISH II Fall 2012 Ms. Hamfeldt Ms. Pendleton (Block 2)

3. CATALYSTS • Each day when you enter my class, you will begin working on your catalyst (warm up). • Start by copying down today’s date and objective (on the left side of the board) • Today you will write “8/27/12” • And “Objective: Comprehend course goals, focus and procedures; get to know classmates; brainstorm outline for “This I Believe” essay” • Then, write “Catalyst” and record the # on the slide. • Today you will write “Catalyst #1” • Then, read the questions on the slide and respond to them in your journal. • When you are finished, record any new homework assignments, on the side board, in your agenda.

4. CATALYST #1 8.27 • One of Steve Covey’s 7 Habits of Highly Effective People is “Begin with the end in mind.” • To you, what does it mean to “begin with the end in mind”? • Describe a time when you did begin with the end in mind. What was the result? OR • Describe a time when you did NOT begin with the end in mind. What was the result? • Why might I be asking you this question? How does this apply to English class, or school in general?

5. So, what’s this class all about? • You will use the course syllabus and items around the room to infer answers to a list of questions about this class. • After you answer them on your own, you will pair up with a classmate to compare answers. • Then, we will have a class discussion to review the answers and make sure that you are clear about what to expect in my class.

6. WRITE THIS DOWN! • WWW.MSHAMFELDT.CMSWIKI. WIKISPACES.NET You will be using my website all of the time this semester, including to access my syllabus tonight. Please see me after class if accessing the internet is an issue for you.

7. CATALYST #2 8.28 • What do you believe in? What are the rules, principles or ideas that you live by? • What beliefs do you have in common with your family or friends? • What beliefs do you NOT have in common with family or friends? • Have your beliefs ever helped you to be successful in a situation? Explain. OR • Have your beliefs ever caused you difficulty or conflict? Explain.

8. Important Info and Reminders • The Book Fair will be taking place again this year at the Barnes and Noble in the Arboretum; bring your yellow sheet! • To start off the semester, you will need to purchase all of the class materials listed in my parent letter/on my syllabus by Thursday • You may get a composition or spiral notebook for warmups. • You will also need: • English II: English IV: • The Alchemist Beowulf (will be provided) • Mythology Sadlier Oxford Vocab Level G • Sadlier Oxford Vocab Level E • Summer reading assignments are due Oct. 1st. • Assignments are posted on my website and outside my door.

9. “This I Believe” • In order to get to know one another, we have to define ourselves. • In English class especially, it is so important that we feel able to share and strengthen our opinions and beliefs. • We will start doing this by writing short personal narratives. • These are based off of an ongoing NPR program called “This I Believe” • We’ll start off by listening to some examples…

10. Peer Interviews • Interview your partner by asking him/her all of the questions on the interview sheet. • Record your partner’s answers on a separate sheet of paper. • Choose 10-15 of the most interesting things that this person shared with you. • Write a brief biography for this person, based on the information that you choose. • Be sure to group related items together • Use transitional words like “also, in addition, even though, however, then, in the past/future” to make your biography flow • Be prepared to present this to the class!

11. CATALYST #3 8.29 • Please have out your syllabus and pass up your parent contact sheet and personal info sheet! • How would you define the word culture? • List as many different components of culture as you can. In other words, list things that a group of people would need to have in order to have ‘culture.’ • What things define our culture here in Charlotte, NC, the South and/or the United States? • How is our culture different from other cultures that you have learned about or been exposed to in some way?

12. Let’s generate a list about culture… • Language Education/ value of education • Food Race/enthnic backgrounds • Music Economy/money • Sports Technology • Entertainment • Clothes • Customs/traditions • Religion/beliefs • Holidays • Family • Laws. government

14. Culture Partner-work • Now that we have looked at the iceberg of culture, we are going to think a bit more deeply about what culture consists of. • You and a partner will receive one item from under the iceberg to define and provide examples of as they pertain to our culture here in the United States. • On the back of the notecard that you are provided, you will write your definition and examples, to create our classroom culture iceberg. • We will add to this throughout the semester as we study more cultures’ works and learn about their ways and customs.

15. Catalyst #4 8.30 • We will be setting our class goals for the semester today. • 1- What do you want to improve upon this semester in terms of your reading and writing? • 2- What score will you strive for on tests and quizzes? • 3- What good habits do you want to continue or form this semester? • 4- What would be 3 good class goals for us this semester ( a goal canNOT be “to pass”)

16. 7 Effective Habits • What does Steve Covey mean by the statement made for your habit. • With your group, write a 3-sentence summary of what you read about the habit that you are assigned. • Designate a reader, a writer and a speaker within your group. • The reader should read the statement from Covey to the group and help the group to discuss. • The writer should record what is decided as the summary. • The speaker will present to the class.

17. Blk 4. Be proactive: be positive and try not to negative; don’t worry about what you cannot change • Begin with the end in mind: plan ahead and make a personal mission that will lead you to happiness • Put first things first: Managing time; value what you do and be motivated in what you choose to do; create priorities • Think win-win: balance so that everyone wins; don’t focus on competition; use integrity and consider others; plenty for everyone is available • Synergize: Working in groups is better than individually; we discover more together and have more energy together • Seek first to understand: listen before you provide your own insight; make sure you listen in order to move toward a solution • Sharpen the saw: renew yourself physically, mentally, emotionally, and spiritually

18. BLK 2. Be proactive: Don’t blame others or circumstances, always focus on their circle of influence—what influences their actions • Put First things First: Organize and manage your priorities; not doing everything is okay • Think Win-Win: You want to win and someone else wins too; need integrity, maturity and abundance of talent • Seek first to understand, then to be understood: let the other person talk and listen to them first; this will let you get your point across in a better way • Synergize: Can’t make progress by yourself, interacting allows you to gain insight and to grow b/c of differences • Sharpen the Saw: Take care of yourself, live a balanced life; physical, spiritual, emotional, mental renewal • Begin with the end in mind: know where to start, coming up with a way to accomplish a goal before doing anything

19. Class Goals • How will we incorporate these habits into our semester? • Let’s generate several class goals that will guide us for the semester. • 1- What average will we aim for on tests/quizzes? • 2- What will this average mean compared to other classes? • 3-What habits will we focus on for first quarter? • 4- How will we strive to become better readers and writers through all of this? Are our goals SMART? Are they specific, measure, attainable, relevant and time-oriented?

20. Nacirema • Ethno- race or cultural group • Ethnographer- write about races and cultural groups • Ethnocentric- focused or centered on one culture • Cultural norm- standard for behavior within a culture • Ritual-repeated practice, usually with significance

21. Peer Presentation Bingo • As each person presents, write down the most interesting thing about this person (hint: this will be what I ask about the person who is being presented) • After we finish presentations, we will play bingo, and the winner will get one of the supplies needed for this class (journal, highlighter, or post-its) for free!

22. 3-2-1 Exit Ticket • On the note card that you were handed, write: • 3 things that you’ve learned about English class this semester • 2 things that you learned about one of your classmates • 1 question that you still have about English this year • Printed syllabus and returned parent contact sheet are both due tomorrow! • Be sure to have all of your books and materials by Thursday! • Make sure that you get a Personal Info Sheet and complete it by Wed. Aug 29th

23. CATALYST #5 8.31 • Pass up your drafts of your TIB essays. • Remember that today I will also be collecting your journals after the warm-up for a grade. All catalysts from this week should be inside! Your name must be on your journal! • Where are you from? • Have you always lived in Charlotte? What do you consider to be your hometown? • What is your family dynamic? Who in your family do you feel has influenced you the most? • Who are your closest friends? How have they influenced you? • What organizations, groups, classes or experiences have you been a part of for many years? • What items are valuable to you?

24. “Where I’m From” by George Ella Lyon I am from clothespins,from Clorox and carbon-tetrachloride.I am from the dirt under the black porch.(Black, glisteningit tasted like beets.)I am from the forsythia bush,the Dutch elmwhose long gone limbs I rememberas if they were my own.

25. I'm from fudge and eyeglasses,from Imogene and Alafair.I'm from the know-it-allsand the pass-it-ons,from perk up and pipe down.I'm from He restoreth my soulwith a cottonball lamband ten verses I can say myself.

26. I'm from Artemus and Billie's Branch,fried corn and strong coffee.From the finger my grandfather lostto the augerthe eye my father shut to keep his sight.Under my bed was a dress boxspilling old pictures,a sift of lost facesto drift beneath my dreams.I am from those moments-snapped before I budded-leaf-fall from the family tree.

27. “Where I’m From” • So, where are you from?? • Use the following format to generate your first stanza of your own “Where I’m From” poem: I am from _____(nickname of place)_______, From__(description of place)_______ ( ___(more description or comment)_______) I am from ____(significant people)____, Who__(what person does/taught you)_________, As if ___(description of action)_______.

28. Stanza 2 I am from _____(object/item)_______, From__(description of object/item)_______ ( ___(more description or comment)_______) I am from ____(significant group/activity)____, That__(what group does/taught you)_________, And ___(description of group)_______.

29. CATALYST #6 9.4 • Be sure to get your journal from the back table and read my comments. Journals will be collected again next Fri. • How do you believe that the world began? How do you believe that people first came into being? Explain. • When and where did you learn about this explanation for the origin of the world and its people? • What is one other explanation for the beginning of the world that you have heard? What is this belief based around?

30. BINDER SECTIONS Your syllabus should be placed at the very front of your binder! • Revolution Tracking • This is where you will keep quizzes and tests that are returned to you. • This is also where you will reflect on your test/quiz performance. • Handouts • This is where you will keep all handouts that you print or receive in class (except for writing/EOC Prep) • (Put all of last week’s handouts here, except for TIB) • Class Notes • This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf behind this tab and should place all notes here.) • Essays and Writing Feedback • This is where you will keep information about essay writing. • (Put all TIB materials here) • EOC Preparation • This is where you will keep notes, drills and practice that we do in class to prepare for the EOC.

31. God/Goddess Assignment • Tonight, read about the god or goddess that you are assigned. • After reading about him/her, create a fact “card,” on a 4x6 note card or half sheet of paper, that includes the following: • Name of god/goddess • Who this god/goddess is related to • What this god/goddess does • Who is/are this god/goddess’s friends and why • Who is/are this god/goddess’s enemies and why • Symbol/item associated with this god/goddess

32. Gods/Goddesses • Zeus – Bronson, Michael L • Hera –Tally, Hannah • Poseidon –Grady, Ryan M • Hades—Shawn, Tim • Pallas Athena—Brian, Evan • Phoebus Apollo—Colin, Christian • Artemis—Tori, Tia • Aphrodite—Brendan, Negar • Hermes—Elizabeth, Lucas • Ares—Clark, • Hephaestus—Jessica • Hestia—Desiree

33. Gods/Goddesses • Zeus –Myles, Harrison • Hera – Giovanni, Liz • Poseidon –Rachel, Marion • Hades-Jackie, Nicole • Pallas Athena—Abby, Jasper • Phoebus Apollo—Jack, Samantha • Artemis—Ashley, Sydney • Aphrodite—BJ, Anna • Hermes—Jaheed, Micheyla • Ares— Joey • Hephaestus—Matt • Hestia—Devin

34. Archetypes Gallery Walk • Once you have gathered all of the notes on symbols and themes, return to your seat and complete the following. • Get a copy of the creation story that you read yesterday. • 1- What setting archetypes did you notice in this story? • Name at least 3 and explain why these are archetypes. • 2- What character archetypes did you notice in this story? • Name at least 3 and explain why these are archetypes. • 3- What symbol or theme archetypes did you notice in this story? • Name at least 3 and explain why these are archetypes.

35. Greek Creation Myth: Blk 4 • Character Archetypes: • Zeus: hero, b/c he saves his brothers and sisters, defies the villain Titans • Cronus: villain, eats his children out of greed for power • Earth mother: earth mother, caretaker • Pandora: the innocent- falls into a trap; “earth mother” of human faults and distractions • Setting Archetypes: Chaos/night: cave, unknown, loneliness; sea: danger, chaos; heaven and afterlife • Perception of humanity: Pandora’s creation tells us that the Greeks thought people were curious and would give into temptation. Cronus’s destruction of his children tells us that the Greeks thought people were greedy and wanted power.

36. CATALYST #7 9.5 • Have out your god/goddess card for me to check. • Based on what you read and what we discussed yesterday for the Greek story “How the World and Mankind were created”, create a 3- column KWL chart: K | W | L • K: Know • What do you know about this set of stories? • W: Want to know • What questions do you still have about what happened in this set of stories? • L: Learned • Leave this column blank until we discuss it later in class.

37. Gods and Goddesses • Pairings: • Zeus and Hera • Poseidon and Hades • Pallas Athena and Phoebus Apollo • Artemis and Aphrodite • Hermes and Hephaestus • Ares and Hestia

38. Gods and Goddesses • Pairings: • Poseidon and Hera • Zeus, Pallas Athena and Hades • Artemis and Phoebus Apollo • Hermes and Aphrodite • Hephaestus and Ares

39. Gods and Goddesses • Pairings: • Zeus and Ares • Poseidon and Hestia • Pallas Athena and Hera • Artemis and Hades • Hermes and Phoebus Apollo • Hephaestus and Aphrodite

40. CATALYST #8 9.6 • In The Alchemist, Santiago reflects on how his sheep react to their travels: • “The problem is that they don’t even realize that they’re walking a new road every day. They don’t see that the fields are new and the seasons change. All they think about is food and drink.” • 1- How can the sheep be a metaphor for people in our society today? • 2- What would the road, field, seasons, food and drink translate to in our society today? • 3- Do you agree that most people act like ‘sheep’? Why or why not?

41. POP QUIZ! • Answer the following questions on a separate sheet of paper that you can hand in: • 1- What does Santiago think is his purpose in life? • 2- Name 2 things that the old man Melchizedek tells Santiago. • 3- What does the boy in the old man’s story have to carry and why? • 4- Where does Santiago have to travel to find his treasure? • 5- What does Santiago carry with him after they are given to him?

42. Norse Creation Myth • Characters: • Villain: Surt, will destroy the earth • Hero: Buri, strong, father of the gods; Ymir • Earth mother: Audhumbla, nourisher • Complimentary pairs: fire and ice • Settings: • Cave: Gunningagap (emptiness) • Sea: land of ice, chaos

43. Blk 2: Creation Myth Archetypes • Characters: • Earth mother: Gaia, creator and protector of the earth • Hero: Zeus, defeats the Titan Cronus • Villain: Cronus, wants power, destroys his children • Trickster/ Unfaithful wife: Rhea, tricks Cronus into eating the stone • Settings: • The Cave: emptiness, nothingness • The Sea: chaos, turmoil

44. Blk 4: Creation Myth Archetypes • Characters: • Villain: Surt, Cronus/Titans • Hero: Zeus, Ymir • Earth mother: Gaia, Audhumla (cow) • Settings: • Cave: emptiness • Sea: chaos, oceans, rivers, etc. • Earth: stability

45. CATALYST #9 9.7 In The Alchemist, the old man tells Santiago that everyone believes the world’s greatest lie: “It’s this: that at a certain point in our lives, we lose control of what’s happening to us, and our lives become controlled by fate. That’s the world’s greatest lie.” 1- How do people ‘lose control’ of what is happening to them? 2- What kinds of events make people believe their life is controlled by fate? 3- Do you agree with the old man that this idea is a lie? Do you agree that most people come to believe this “lie”? Why or why not?

46. Gods/Goddesses Zeus – Bronson, Michael L Hera –Tally, Hannah Poseidon –Grady, Ryan M Hades—Shawn, Tim Pallas Athena—Brian, Evan Phoebus Apollo—Colin, Christian Artemis—Tori, Tia Aphrodite—Brendan, Negar Hermes—Elizabeth, Lucas Ares—Clark, Hephaestus—Jessica Hestia—Desiree

47. Gods/Goddesses Zeus –Myles, Harrison Hera – Giovanni, Liz Poseidon –Rachel, Marion Hades-Jackie, Nicole Pallas Athena—Abby, Jasper Phoebus Apollo—Jack, Samantha Artemis—Ashley, Sydney Aphrodite—BJ, Anna Hermes—Jaheed, Micheyla Ares— Joey Hephaestus—Matt Hestia—Devin

48. Creation Myths • Read the creation myth that you are assigned. • As you read, pay attention for any archetypes that you encounter as you read. • Write the title of the myth that you have read in your notes. • List at least two character archetypes and one setting archetype that you found in your myth.

49. Creation Myth Venn Diagrams • As you discuss the myth that you read with your partner, begin to compare and contrast what happened in each story that you read. • Create a Venn diagram on the paper that you are provided for your two myths: • Include at least 4 events that occurred in each myth • Include at least 5 archetypes somewhere on your diagram • Include at least 3 quotes to prove what you write about each story.

50. CATALYST #10 9.10 • Answer these review questions in your journal before the quiz: • What is the significance of fire? Of ice? • What type of character is an anti-hero? • What would it mean if a story was set in a garden? • What is the significance of the number 3? • What is the significance of the presence of complimentary pairs in literature? • Use the remaining time to silently review the rest of the archetypes before your quiz!