ENGLISH II CATALYSTS- FALL 2011

ENGLISH II CATALYSTS- FALL 2011

CATALYST #4 9.1.11 • Take out your three books due today! • How do you believe that the world began? Where did you first hear this story, idea or belief? Why do you believe it? What other explanations have you heard?

CATALYST #5 9.2.11 • Take out your vocabulary homework- p. 24-25- for me to check as you work on your warmup. • Remember that today I will also be collecting your journals after the warmup for a grade. All catalysts from this week should be inside! Your name must be on your journal! • CATALYST RESPONSE: • Look back at your notes on archetypes. • What kinds of archetypal characters do you think might be in stories about the creation of the world? • Identify two characters and state why you predict they would be in a creation story. • Do the same for two archetypal settings.

CATALYST #6 9.7.11 • Please read the comments inside of your journal, which should be on your desk if you submitted it on Friday. • Note any changes you will need to make in order to receive full credit on your warmups. • Have out your vocabulary hwk so that I can check it. • Use extra time to review your notes on archetypes for the quiz! CATALYST RESPONSE: • What is your favorite meal and why? • What memories or ideas come to mind when you think of this meal? • Why is this meal important to you?

CATALYST #7 9.8.11 • Take out your vocabulary hwk and have it out for me to check. (Synonyms and Choosing the Right Word should be completed.) • Have out Like Water for Chocolate and Mythology as well. • I will discuss our binder check after the quiz. CATALYST RESPONSE: If you could have one magical power what would it be? Why would you want to have this power? How would it improve (or maybe harm!) your life? How would it improve (or maybe harm!) others’ lives?

BINDER SECTIONS Your syllabus should be placed at the very front of your binder! • Mastery 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. • Grammar/Vocab. Lessons • This is where you will keep notes from mini-lessons on vocab and grammar. • Literature Notes • This is where you will keep all notes and handouts about what we are reading (Mythology, Like Water for Chocolate, etc.) • Writing Test Preparation • This is where you will keep practice prompts and notes on how to write essays for the writing test. • Homework/Assignments • This is where you will keep information for any assignments done outside of class.

CATALYST #8 9.12.11 • Have out your final vocabulary homework assignment for Unit 1 • If you have time left after your catalyst, review your vocab words for the quiz Catalyst Response: • What do you usually do to study for a quiz or test? How would you describe your study habits? • On average, how much time do you spend studying for a test/quiz? • Do you study alone or with other students from your class? • How many times do you look over the information before taking a quiz? • Think about the quiz you took on Thursday on archetypes: • What did you do to study for this quiz? • Did you feel prepared for this quiz? Why or why not?

CATALYST #9 9.13.11 • Choose one Egyptian god or goddess from our notes yesterday. • Explain who this god or goddess is. • Who would this god or goddess consider an enemy? • Why would this other character be an enemy? • What archetype does this god/goddess match? How do you know? • I want to talk more about our reward for class points today: Below your catalyst, jot down any ideas you have for our reward if we meet our 60 point goal. • ALSO: A class point will be awarded if: • I only need to ask for 100% of the class’s attention once • Anytime I see smiles from at least half of the room!

CATALYST #10- WRITING WEDNESDAY! 9.14.11 • Take a look at your writing diagnostic score. CATALYST RESPONSE: • Even if your scores were not high overall, where do you see that you had some strengths in your scores? • Where can you identify some weaknesses in your scores? • Look back at your essay. Choose a sentence from your essay that you felt was strong– explain why it is a strong sentence. • Look back at your essay. Choose a sentence from your essay that you felt was weak– try to rewrite this sentence.

CATALYST #11 9.15.11 • Look back at your notes on Re (or Ra)- the Egyptian god we learned about on Monday. • Why is he a very important Egyptian god? • Based on what you know about him so far, how do you think he treated the “common” people? • Do you believe that he would be a kind, forgiving god? • Do you believe that he would be a cruel, punishing god? • Whatever you believe about him, explain your answer!

Exit Ticket: • 1. Correct these sentence fragments by forming them into complete sentences: • Even though she knew how to solve the problem. • While Susan cooked dinner. • 2. What impact do literary elements (like magical realism) have on Tita’s story in LWC?

CATALYST #12 9.16.11 • What are 5 significant events in LWC Ch. 1-3– list them. • Make a prediction about what will happen next in the story of Re. • How will his issue with Sekhmet be resolved? • Feedback Friday • Please tell me 2 things that you are enjoying or like about our class so far. • Please tell me about anything that is frustrating or difficult for you in our class so far.

QUIZ: Sentences & Fragments For each of the following, determine if it is a sentence (S) or fragment (F). Rewrite fragments as sentences. • 1- To apply for a job at the new store in the mall. • 2- Asking the interviewer how often he would have to work on weekends. • 3- Shaking his new boss's hand, Tony knew he would like working there. • 4-The nineteen-year-old car looked out of place next to the new models. • 5- Which the salesman was surprised to find in such good shape.

EXIT TICKET • Describe as many examples of archetypes as you can find in the Story of Re. • Explain how you know these are archetypes.

CATALYST #13 9.19.11 • What means more to you than anything else in the world? • Why do you value this item/person/idea so much? Why is it more important to you than anything else? • What would you do if someone took this from you? • How would you fight for it? • How far would you go? • What else would you be willing to lose to keep it?

EXIT TICKET • Using the new process we learned today, write about the presence of one archetypal character in LWC. • It can be any character as long as you use the format!

CATALYST #14 9.20 • Who do you consider to be a hero? • (This could be someone you know, a fictional character, or someone famous) • What makes this person a hero to you? What is he/she able to do, perform, etc. that no one else (or almost no one else can)? • Usually heroes must get through some sort of difficult task. How has your hero gotten through a very difficult time?

CATALYST #15 9.21 • What do you think of when you hear the word ‘essay’? • Write down as much as you can about what an essay is. • What do you think of when you hear the words ‘thesis statement’? • Write down as much as you can about what a thesis statements is, does, etc. • What do you think of when you hear the word ‘confidence’? • Write down as much as you can about what this word means

CATALYST #16 9.22 • How does someone become powerful? • What does a powerful person do to get or keep power? • How should others treat someone who has power? • Do you have to be respected to be powerful? Why or why not? • Re-cap from yesterday: • What is the first thing you should do when you get an extended definition essay prompt for the writing test? • After this first step is complete, what must be included in your thesis statement? • What is the purpose of the thesis statement?

CATALYST #17 9.23 • To review for your quiz in a few minutes: • Select 5 of your vocabulary words and use them in one sentence each. • Explain why changes have occurred in Tita by the end of Chapter 6. • FEEDBACK FRIDAY: • Much like you did last week, provide me with some feedback about our class: • What went well for you this week? • What has been frustrating or difficult for you this week? • Do you have any new suggestions for our class points celebration?

If you are finished with your quiz, take out your Mythology book and begin reading: • Part Three • The Great Heroes before the Trojan War • The Story of Perseus

CATALYST #18 9.26 • Of the recipes that Tita has cooked so far, which one do you think has been the most powerful? • Why was this recipe powerful? • What was the effect of this recipe on other people? • After a long trip or vacation, what it is like to come home? • What feels the same? • What feels different? • What is difficult about trying to get back into your routine?

CATALYST #19 9.27 • Think about your last two years of high school. • What is one story that you could tell someone that would really help them understand who you are? • Tell the story briefly. • Explain what trait this reveals about you. • Refer back to your archetype notes: • Look at the symbols’ slides: • What symbol would you use to represent yourself? Why? What would it represent about your personality, life, etc.? • Look specifically at the slide on colors. • What color would you use to symbolize yourself? Why? What would it represent about you?

LWC Chapter 7 Re-cap • Imagine the story thus far from Mama Elena’s point of view, and then consider the following questions: • SECTION 1: How might Mama Elena’s personality have changed from when she was young and in love with José Treviño? • SECTION 2: What would she say about following the customs of her culture and family? • SECTION 3: How does her own broken heart affect how she treats Tita?

EXIT TICKET • Write a short summary (2-3 sentences) of: • The story of Theseus • The story of Hercules • The story of Atalanta

CATALYST #20 9.28 • Pretend for the next few minutes that Ms. Hamfeldt decides that she wants to be the principal of Ardrey Kell by this Friday Sept. 30th! • She wants this more than anything! • She is willing to do whatever it takes to overthrow Mr. Switzer! • Now…finish the story! • What happens to me? • What happens to Mr. Switzer? • What happens to Ardrey Kell students, staff, etc? • Think about similar stories you have heard: will I be successful? • Why or why not? • What might happen that I would not expect?

Run-Ons • What’s wrong here? • Mama Elena’s personality had changed because she had figured out it was wrong plus because her husband died by a heart attack when he found out which had changed her idea of love which is now to stay loyal to your family.

HUBRIS • Extreme haughtiness, pride or arrogance. • Hubris often indicates a loss of contact with reality and an overestimation of one's own competence or capabilities, especially when the person exhibiting it is in a position of power. • The adjective form of hubris is "hubristic".

Class Celebration on Friday • Here are the options to vote on if we earn this Friday’s celebration: • Team Building • The last portion of class will be set aside for our class to form a human knot—the goal is to unravel the knot before the end of the period! • If we are successful, everyone will leave with a sweet treat  • Game Day • The last portion of class will be set aside to play games like: Boggle, Scattergories, Bananagrams, etc. • Winners will leave with a sweet treat. • Baked treats (select one): • The last portion of class will be set aside to complete a word challenge. If the challenge is completed, the class will receive: • Brownies OR Cookies OR Cupcakes

CATALYST #21 9.29 • In the last few chapters of LWC, we see a lot more magical realism used by Esquivel. • Provide two examples of magical realism in the last few chapters. • Refer back to the book and use at least one quote to support your answer. • In the last few chapters, we also start to see that Tita really cares about her mother and is a compassionate character. • What does she do that demonstrates this? • Refer back to the book and use at least one quote to support your answer.

Introduction to Essay on Hubris • HOOK: 95% of Americans are full of themselves. • BRIDGE: There are many people in the world that are affected by hubris. These people think they are above all others. • THESIS: Hubris is being selfish for power, wanting to be like a god, and thinking you can get away with anything. • EXAMPLES: • Selfish for power- Ms. Hamfeldt (personal) • Wanting to be like a god- Icarus (literary) • Thinking you can get away with anything – Tiger Woods (famous event currently or in history)

HERO DEBATE GROUPS

3-2-1 Exit Ticket • Write the number given for each of the following: 3-Three things that the gods and goddesses seem to have in common 2- Two things you have learned about who we are as people through the story of Phaethon 1- One thing that you still do not understand about the mythology we have been reading (today or this week)

CATALYST #22 9.30 • Feedback Friday • What’s been going well this week in our class? • What did you learn this week? • What has been difficult or frustrating in our class? • A couple of questions to consider before taking today’s quiz: • Do you think Tita is a hero? Why or why not? (Look back at your hero cycle notes to help support your response.) • What is Tita’s darkest moment in the novel (when she is about to give up)? What does she learn and who helps her at this point in the novel?

CATALYST #23 10.3 • I did not have time to check everyone’s journal on Friday, but don’t forget that these will be a quiz grade at the end of the quarter. • We have a new class points goal! 70 points by Thursday 10/27. (This is slightly higher than last time!) • Answer each of these questions as best as you know how: • Why does the sun rise and set each day? • Why do the seasons change every year? • Why is the moon bright? • How is the earth round but we feel like we’re on flat ground?

GOD AND GODDESS GALLERY WALK • As you move to each presenter’s station, record: • The name of the god or goddess • 3 facts about the god or goddess • State whether you admire or dislike this god or goddess • Start thinking about any similarities you notice about all of these gods and goddesses • Start thinking about any ‘explanations’ the stories of these gods and goddesses give us

CATALYST #24 10.4 • Look back at your notes on Greek gods and goddesses (use your mythology book to help you if you need it) • Which god or goddess are YOU most similar to? • What was this god or goddess like? How did he/she act? • What does this god or goddess look like? • Why are YOU like this god or goddess? Provide at least 2 reasons. • Look back at your notes on Egyptian gods and goddesses • Which god or goddess did you find to be the strangest or most fascinating? • What was this god or goddess like? How did he/she act? • What does this god or goddess look like? • Why do you find this god or goddess fascinating?

INTRODUCTION TO GREEK MYTH • A’s: Chelsea, Anam, Oliver, Xavier, Brittany • Read and summarize the paragraphs: • “Greek and Roman mythology is quite generally supposed to…” • “We do not know when these stories were first told…” • B’s: Reese, Andrea, Franco, Blake, Chengke • Read and summarize the paragraphs starting with: • “The Greeks made the gods in their own image.” • “Human gods naturally made heaven a pleasantly familiar place” • C’s: Tamiya, Landon, Maggie, Fiza, Jalen • Read and summarize the paragraphs starting with: • “That is the miracle of Greek mythology” • “The terrifying irrational has no place in classical mythology” • D’s : Dilan, Kaylie, Adam, Josh, David • Read and summarize the paragraphs starting with: • “This bright picture has its dark spots.” • Greek mythology is largely made up of stories about gods and goddesses” • E’s: Malikah, Shane, JB, John, Ravshan • Read and summarize the paragraphs starting with: • “Zeus the thunderer was, it seems certain…” • “Then justice became Zeus’s companion…”

Now, you will combine forces to share what you learned: 1: Chelsea, Reese, Tamiya, Dilan, Malikah 2: Anam, Andrea, Landon, Kaylie, Shane 3: Oliver, Franco, Maggie, Adam, JB 4: Xavier, Blake, Fiza, Josh, John 5: Brittany, Chengke, Jalen, David, Ravshan

ANTIGONE • After we identify the major characters in the play, we will be reading parts of the first three scenes as a class. • In your section, you will be responsible for finding evidence for different themes • Section 1: The theme of hubris • Section 2: The theme of divine justice vs. mortal justice (in other words, what the gods think is fair and what people think is fair) • Section 3: Tyranny vs. democracy (in other words, a fair use of power vs. an unfair use of power

3-2-1 Exit Ticket 10.34 • Write about each of the following on your exit ticket: • 3 important facts we learn about the Greek people from their mythology • 2 examples of the theme you are tracking in Antigone • 1 question you have about what is happening in Antigone

CATALYST #25 10.5 • Brainstorm for a definition essay on justice: • To you, what does justice mean? • Why do we have laws? • What does it mean to treat people fairly? • Think of three examples of justice: Remember that you must have a personal, literary and ‘real world’ example • Try to write a thesis on justice

CATALYST #27 10.7 • Keep out your study guide if you completed it. • Choose 3 of your vocab words and use them in a sentence. • Choose one myth and explain how it could be considered ‘science’ (In other words, what scientific event does it explain?)

CATALYST #28 10.10 • You will have a portion of class today to finish Friday’s test. You can use your mythology book again as well. • Before we return to the test, let’s do our grammar warmup. • What are the three required parts of a sentence? • Then, take out your sentence fragments and run-ons handout and complete the remaining sentences. • In your journal, re-write two fragments by making them into complete sentences. • In your journal, re-write two run-ons by dividing them into complete sentences.

EXIT TICKET Based on all of the myths that you read, choose three of the following questions to respond to:1- Why do you think there are repeated ideas, events, etc. in these myths? What does the repetition mean?2- What do people see as the role of a god or higher power? 3- How do people view themselves compared to this higher power?4- How are the roles of men defined from the very first people who were created?5- How are the roles of women defined from the very first people who were created?

CATALYST #29 10.11 • Today, how does our society portray: • The role of men? • The role of women? • The importance of following laws and commands? • Address each one separately in your response! • Consider movies, tv, etc. • Be ready to review what you wrote about your creation myth yesterday…!

The Hebrew Bible • The Jewish people have often been called the “people of the book.” • The “book” is the Hebrew Bible, which tells the history of the Hebrews and presents the basic laws and teachings of the Jewish faith. • The contents existed first as oral tradition. Then, from approximately 1000 to 100 B.C., the various parts were recorded in Hebrew and Aramaic and assembled. (Aramaic is a Semitic language that replaced Hebrew around 400 B.C. It was spoken by the Hebrews and other peoples throughout Mesopotamia.) • In the Hebrew Bible, God, or Yahweh, tests human beings, who must suffer the consequences of their actions when they fail to obey him. But they may also experience the mercy of God and the eternal promise of spiritual renewal.

Role of men/women: The Fall • In “The Fall,” how do Adam and Eve change after they eat the forbidden fruit? • What does this story relay about humans’ struggles with temptation? • Why are we so vulnerable to temptations? • What aspects of the human condition are explained in “The Fall”? What do you think the outcome might have been if Adam and Eve had rejected the fruit the serpent offered? • First, let’s define the human condition…

Role of men/women: Pandora • What does the story of Pandora explain? • After reading the story of Pandora, your team will be assigned one of the following: • Hubris • Knowledge • Temptation • Blame Now, create a Venn diagram to compare and contrast the Fall and Pandora on the topic that you were assigned. For example, how is hubris defined in the story of the Fall vs. the story of Pandora?

CATALYST #30 10.12 • Can rich and poor people understand one another? • Address each of the following to answer this question: • How are their daily lives different? What would prevent the from understanding each other? • In what ways can they still relate to one another despite these differences? • What could they learn from each other? • Would the relationship between the two always lead to conflict? Why or why not?

ENGLISH II CATALYSTS- FALL 2011