Friday, April 29
Mr. P announced a postponement of the final Crucible quiz from Monday to Tuesday.
We listened to the recording of the play, concluding Act III and almost reaching the end of the final act (Act IV),
HW due Monday:
Finish the play, review, and work on your character booklets.
HW due Tuesday:
Review for quiz covering the entire play.
Thursday, April 28, 2011
Thursday, April 28
Students talked in pairs, then wrote down points of comparison between the Hollywood blacklist, which they learned about in yesterday's documentary film, and The Crucible,
We then discussed the similarities we caame up with and what it was in the Salem witch trials 0f 1693 which Arthur Miller found most relevant to his, and others', experiences in the 1950's.
HW due Monday:
Quiz over the entire play.
HW due next Friday (May 6):
Completed character booklets.
Wednesday, April 27
Students watched, and took notes on, the beginning of None Without Sin, a documentary about the origins of The Crucible: Arthur Miller's experience with the Hollywood blacklist of the early 1950's.
Students talked in pairs, then wrote down points of comparison between the Hollywood blacklist, which they learned about in yesterday's documentary film, and The Crucible,
We then discussed the similarities we caame up with and what it was in the Salem witch trials 0f 1693 which Arthur Miller found most relevant to his, and others', experiences in the 1950's.
HW due Monday:
Quiz over the entire play.
HW due next Friday (May 6):
Completed character booklets.
Wednesday, April 27
Students watched, and took notes on, the beginning of None Without Sin, a documentary about the origins of The Crucible: Arthur Miller's experience with the Hollywood blacklist of the early 1950's.
Tuesday, April 26, 2011
Tuesday, April 26
We did a dramatic reading of The Crucible, Act III, with students reading all parts. We made it most of the way through the act, and we will finish it on Thursday.
Mr. P announced that he would be absent Wednesday. Students will take notes on None Without Sin, a documentary film about Arthur Miller and the Hollywood blacklist.
HW due Thursday:
Read carefully the biography of Miller on p. 826 of the textbook and the excerpts from his essay "Why I Wrote the Crucible" on p. 827. Students will be held accountable for the material Thursday but should if possible read it tonight before watching tomorrow's film.
We did a dramatic reading of The Crucible, Act III, with students reading all parts. We made it most of the way through the act, and we will finish it on Thursday.
Mr. P announced that he would be absent Wednesday. Students will take notes on None Without Sin, a documentary film about Arthur Miller and the Hollywood blacklist.
HW due Thursday:
Read carefully the biography of Miller on p. 826 of the textbook and the excerpts from his essay "Why I Wrote the Crucible" on p. 827. Students will be held accountable for the material Thursday but should if possible read it tonight before watching tomorrow's film.
Monday, April 25, 2011
Monday, April 25
Students took a 22-question (44 pt.) quiz over Acts I & II of The Crucible.
Students then chose (or were assigned) parts for a dramatic reading of Act III in class Tuesday, after which we listened to as much of the act as we had time for.
HW due Tuesday:
Finish reading Act III and practice your part aloud in preparation for tomorrow's dramatic reading.
Students took a 22-question (44 pt.) quiz over Acts I & II of The Crucible.
Students then chose (or were assigned) parts for a dramatic reading of Act III in class Tuesday, after which we listened to as much of the act as we had time for.
HW due Tuesday:
Finish reading Act III and practice your part aloud in preparation for tomorrow's dramatic reading.
Friday, April 22, 2011
Thursday, April 21, 2011
Thursday, April 21
We finished reading along with recording of Act I of The Crucible.
Students received a booklet with blanks for them to record observations about the characters in the play, and we used the booklet to begin discussing who those characters are, what motivates them, and how they are connected with each other.
HW due Monday:
Quiz over Acts I & II of The Crucible.
HW due Monday, May 2:
Quiz over the entire play, emphasizing Acts III & IV.
We finished reading along with recording of Act I of The Crucible.
Students received a booklet with blanks for them to record observations about the characters in the play, and we used the booklet to begin discussing who those characters are, what motivates them, and how they are connected with each other.
HW due Monday:
Quiz over Acts I & II of The Crucible.
HW due Monday, May 2:
Quiz over the entire play, emphasizing Acts III & IV.
Wednesday, April 20, 2011
Wednesday, April 20
Students finished their notes on "The Fifties" as we finished the section on McCarthyism; notes were turned in.
We talked briefly about the relevance of the film to "The Crucible" and of the Salem Witch Trials to the the anti-Communist "witch hunt."
We then listened to most of Act I in a recording of the play.
HW due Thursday:
You will be responsible for Act I of The Crucible, including the sections of commentary.
Students finished their notes on "The Fifties" as we finished the section on McCarthyism; notes were turned in.
We talked briefly about the relevance of the film to "The Crucible" and of the Salem Witch Trials to the the anti-Communist "witch hunt."
We then listened to most of Act I in a recording of the play.
HW due Thursday:
You will be responsible for Act I of The Crucible, including the sections of commentary.
Tuesday, April 19, 2011
Monday, April 18, 2011
Monday, April 18
We began a new three-week unit on Arthur Miller's play The Crucible, which is is about both the Salem Witch Trials of 1692 and the anti-Communist "witch hunt" of the 1950's, of which Miller was a target.
We looked at various images of witches over the centuries and at part of a streaming video about the hysteria in Salem. Afterwards we identified other groups which have been demonized and scapegoated in more recent times (Jews, blacks, Japanese-Americans, homosexuals, Muslims, etc.) and looked at particularly vicious images attacking some of those groups.
HW due Wednesday:
Read Act I of The Crucible. Be certain to read carefully not only the dialogue but Miller's extensive commentary as well.
We began a new three-week unit on Arthur Miller's play The Crucible, which is is about both the Salem Witch Trials of 1692 and the anti-Communist "witch hunt" of the 1950's, of which Miller was a target.
We looked at various images of witches over the centuries and at part of a streaming video about the hysteria in Salem. Afterwards we identified other groups which have been demonized and scapegoated in more recent times (Jews, blacks, Japanese-Americans, homosexuals, Muslims, etc.) and looked at particularly vicious images attacking some of those groups.
HW due Wednesday:
Read Act I of The Crucible. Be certain to read carefully not only the dialogue but Miller's extensive commentary as well.
Friday, April 15, 2011
Thursday, April 14, 2011
Thursday, April 14
We reviewed the homework assignment from yesterday, re-reading "Because I could not stop for Death" and the five critical comments on it, discussing agreements and disagreements between them, and saying which we agreed and disagreed with. We then moved on to the subject of Friday's (tomorrow's) in-class writing exercise, a comparison of Whitman's and Dickinson's treatment of death in the poems we read together.
HW due Friday:
Prepare for the "Dialogue on Death" to be written in class (see Documents page for assignment sheet). Bring notes handouts, printouts -- anything short of a rough draft. The dialogue is to be written in class. You will have half an hour.
We reviewed the homework assignment from yesterday, re-reading "Because I could not stop for Death" and the five critical comments on it, discussing agreements and disagreements between them, and saying which we agreed and disagreed with. We then moved on to the subject of Friday's (tomorrow's) in-class writing exercise, a comparison of Whitman's and Dickinson's treatment of death in the poems we read together.
HW due Friday:
Prepare for the "Dialogue on Death" to be written in class (see Documents page for assignment sheet). Bring notes handouts, printouts -- anything short of a rough draft. The dialogue is to be written in class. You will have half an hour.
Tuesday, April 12, 2011
Tuesday, April 12 Students finished watching the documentary film on Emily Dickinson which we began yesterday, and Mr. P stamped them (rather than collecting them, in order that students have use of them in preparing for Friday's writing exercise); they are to be turned in Friday along with the dialogue. We then discussed what students found most interesting in the film, focusing especially on those parts most pertinent to Dickinson's poetic treatment of Death. HW due Wednesday: Re-read all of the Dickinson poems in the textbook and on the supplementary sheet, and come prepared to discuss her views on death.
Monday, April 11, 2011
Monday, April 11 Students watched the "Visions and Voices" documentary on Emily Dickinson and took notes on central ideas in the film, especially those pertinent to the "Dialogue on Death" which students will write in class on Friday. Students received back their notes on the similar documentary about Walt Whitman we watched before the break in hopes they will be helpful in preparation for the dialogue. Friday: In-class write.
Friday, April 1, 2011
Friday, April 1
Students received handouts with additional poems by Emily Dickinson and the assignment sheet for the next writing assignment (in the two sections which did not receive them on Thursday). We went over expectations for the assignment, preparation for which will be done outside of class, and the writing of which will happen in class on April 15. The dialogue is to reflect each student's own interpretations of the poems we have read together in class, plus those on today's handout. See the Documents page for the assignment sheet and a copy of those parts of "Song of Myself" which we read in class.
Students received handouts with additional poems by Emily Dickinson and the assignment sheet for the next writing assignment (in the two sections which did not receive them on Thursday). We went over expectations for the assignment, preparation for which will be done outside of class, and the writing of which will happen in class on April 15. The dialogue is to reflect each student's own interpretations of the poems we have read together in class, plus those on today's handout. See the Documents page for the assignment sheet and a copy of those parts of "Song of Myself" which we read in class.
Subscribe to:
Posts (Atom)