Daily Class Notes Wed Feb 26

1. Completed skit presentations. Great job done by all!

2. Reviewed how to use essay organizer with all classes EXCEPT Blue--

Also reviewed advantages of using version in One-Note in the Christmas Carol section.

• you can open script in word and Search for a quote if you have a few key words by using the CTRL F command and then
• copy and paste the quote into the organizer. This way you have NO spelling or punctuation errors and can easily find the correct Act, Scene, and page number and refresh your memory about who was speaking to whom about what for the CONTEXT portion of each organizer box.
• On-line gives you more room if you need to write longer quotes or explanations. You can always copy and paste your FINISHED organizer back into Word and print it later.

Daily Class Notes Tues Feb 25

1. Reviewed the first 3 pages of the Literary Essay file above, focusing on the way a LITERARY ANALYSIS essay (which is mostly informational analysis) differs from writing a NARRATIVE or and ARGUMENT.

• Overall, literary analysis is FORMAL and gives lots of information about 1 source--
• unlike an ARGUMENT which draws from many sources,
• or NARRATIVE which is mostly storytelling from your imagination. Be VERY aware of the format of writing you are asked for--especially when you have MCAS essay prompts.

I reviewed the 5 different essay options.

I reviewed that all of the options can be written drawing on the notes and homework you have done all term.

All of the options have MANY layers to the question.

All of the options end with a follow-up question to help you write a conclusion that EXTENDS the idea of the option you select so that your wrap-up does more than just repeat your first paragraph.

2. Students then presented some more skits and provided feedback to performers.

IF you were absent for planning of skits and JUST returned from vacation, you MUST see me tomorrow to get directions for writing your OWN skit.

Daily Class Notes Mon Feb 24

Students rehearsed skits and some groups performed.

All groups wrote specific comments on performances noting

• how at least 1 actor showed traits;
• what theme came through and which scene in the original script is parallel to the performance;
• 1 compliment;
• 1 suggestions for even better work in the future.

ALL STUDENTS TURN IN A PLANNER after the performance

Each group turns in 1 script.

Class Notes Friday Feb 14

Students did the following. A few groups performed. All will present after break.

● Finalize script. BE SURE you have typed cover sheet with title of your scene and group members and what character names (roles) they are playing

● Give me script to make copies for your group

● Check script against rubric. Be sure EVERY GROUP MEMBER can identify

THEME

CHARACTER TRAITS

SYMBOLISM YOUR GROUP USED

● Rehearse in assigned locations. Off task behavior during rehearsal loses points on professionalism of finished product.

● SHARE backgrounds with me to project

● You will perform and PASS IN 1 script and

● EVERY member will pass in completed planner

● Perform skit and answer questions at end!

Daily Class Notes Thursday Feb 13

I reviewed need for CHARACTER TRAITS box to be complete on planner BEFORE groups begin writing dialogue and actions to show the traits.

Showed students costumes and props they may borrow and noted need for students to NEATLY RETURN any borrowed costumes or props to correct spot for others to use.

Posted directions for day--reminding students to SHARE script document so it will be available to all in group for after school work if needed and so all can access if a student is absent.

Students worked in small groups to planners if necessary and write script. Teacher(s) circulated to provide focus and check for understanding.

A member of each group also found background scenery and SHARED the file or PPT with the picture with ME and with GROUP.

Daily Class Notes Wed Feb 12

• I reviewed need to select a THEME and a SCENE before deciding what dialogue and actions will be used to SHOW the theme.
• I reviewed the need to check off EACH step in the instructions (for this or ANY project) as you work.
• Students reminded to have SCRIPT of ACC out as a reference source to help you think of plot events and possible dialogue that could show character traits and the theme.
• Students worked in small groups to complete planners. Teacher(s) checked in with groups to help focus ideas and clarify understanding of objectives and steps. Students need to complete at home if not done in class.

Daily Class Notes Mon Feb 10

1. I reviewed the "Ghostly Differences" handout to be done for homework. Students do NOT have to use complete sentences on Page 1, but MUST use 2 sentences for each part of page 2.

2. I reviewed how to use the word DISPELLED.

• You dispell thoughts, feelings, or beliefs.
• You don't dispell physical things like siblings or homework. You might want to dispell ANXIETY about homework, or ANGER toward a sibling, or a BELIEF in magical unicorns who take you away from homework.

3. Reviewed the question options for today's writing assignment "Act II scene 5 reflection. Today's question is different from last week's which focused on showing understanding of details from the text. Today's options are to show that you can CONNECT real-life to a piece of literature.

The writing option is in the Writing Folder Section of One-Note. Students had the period to reread the options and fill in the Prewriting bullet points before drafting a paragraph. Students will have part of class tomorrow to finish, revise and edit. The paragraph is NOT for homework.

DAILY CLASS NOTES FRI Feb 7

1. Reviewed 2 items that seemed to be hardest from Act II sc 3/4 homework

• a REFUGE is a safe place--like a wildlife REFUGE is a place where wild animals cannot be hunted. We noted the connection to REFUGEE-- a person seeking a safe place. When Scrooge asks if the figures of Ignorance and Want "Have they no refuge or resource" he is showing concern about strangers--a new thing for him. BUT he does not ask what HE can do to help yet.
• The final question asks why Dickens added the detail about the trembling hand of the Ghost of the Future just before the Ghost vanishes. You all highlighted how the ghost pointed FIRMLY at every other dark scene from Scrooge's future, but trembled AFTER Scrooge says he will change and asks WHY would he have gone on the journey with the 3 ghosts if the future could NOT change. The Ghosts trembling shows that the future is NOT so certain, now that Scrooge has spoken out firmly to say he wants to be different.

2. The major THEME and a TURNING POINT of the story: The metaphor of Ignorance and Want.

Dickens had considered naming his story THE SLEDGHAMMER instead of the more gentle A CHRISTMAS CAROL. He wanted to strike a "sledgehammer blow" against the ignorance and apathy that caused so much pain to the poor and the forgotten in society. The short scene with the figures of Ignorance and Want are his way of using the metaphor of these frightened and frightening children as a warning to every READER--not just to Scrooge, of the cost to ALL of us when we are ignorant and don't want to think about or face problems in society that make us uncomfortable.

• We read the very vivid description of Ignorance and Want from Dickens' original novel to show how the words are actually more terrifying than what we saw on stage. Dickens says that the world can not imagine anything more "monstrous" than the effect of ignorance on all of society. Combining Ignorance and Poverty--turning our backs on facing and understanding problems of others, will result in DOOM--suffering to rich and poor alike.
• When he says they are "Man's children" he is saying we ALL are responsible for each other and can make a difference--just as Scrooge could be responsible for whether Tiny Tim lives or dies because of the ripple effect of how he pays and treats Cratchit.
• 3. Showed video clip of the scene that makes the terror a little more vivid than the stage version and ends with the transition to the ultimate figure of DOOM--the Ghost of the Future.
• THEMES are timeless truths and messages that we connect to in the past, present and future. We connected to the story in today's news of the death of a doctor who had warned about Coronavirus in China in December had been silenced by Wuhan officials. The CHINESE government controls the internet tightly and let people live in IGNORANCE and the disease spread. Chinese citizens tried to protest by asking for a free press--a way to make the public KNOWLEDGABLE but and the government took all the posts down. WE may sometimes not want to know or be made scared or uncomfortable about things, but in the end, it can lead to DOOM to hide in our bubbles of ignorance. Luckily, the impact of the Wuhan flu is being addressed now in China and it is not likely to have the same impact on other places around the world now that people finally KNOW more and can respond intelligently.
• We also talked about how misinformation can be as destructive as ignorance. Just as Dickens showed that upper class people did not want to think about the poor who seemed "different" than them, there has been xenophobia (fear of people who are different) as people have started to make hurtful remarks about people who look Chinese since the flu stories came out. FEAR is often linked to striking out against others, like scared animals strike out.
• Students said they had seen a link between BAT SOUP and the Coronavirus--which is actually MISINFORMATION spread virally. Within a day of a picture It is even harder today than it was in Dickens' time to get information to fight ignorance, because we have to double-check the credibility of sources. Sensational and scary stories --especially photos which can be of anything and mislabeled--spread faster than the truth. The initial story said that bat soup is a delicacy in Wuhan and was identified as the cause by some. Within a day, corrections appeared that bat soup is NOT any delicacy in Wuhan and the picture of a bat in a bowl was not even taken in Wuhan and was a random scary picture.

3. I explained how to highlight the final scene following the directions at the top of the Act II sc 5 Notes packet. Together we filled in the right side of the chart listing how examples of how Scrooge mistreated different kinds of people in his life in ACT I and then students will highlight and copy out quotations that show his final change towards each of these in the final scene. Some classes began this work in small groups.

DAILY CLASS NOTES Thurs Feb 6

Students shared highlights from HW on Act II sc 4. Students then worked together on Act II sc 3/4 packets while I conferenced with students on their paragraphs.

Daily Class Notes Wed Feb 5

1. Reviewed how to highlight and add margin notes for Act II, Sc 3&4. Students worked in small groups to read scene 3 and pause and highlight and take notes after each page. Some students finished and began Scene 4.

2. I CHECKED Act II, sc 1&2 homework packets. Most were well done. Students who did not fill in ALL of the boxes for #4 (the chart of symbolism for the Ghost of the Present) should see YESTERDAY's Daily Class Notes and FILL IN MISSING INFORMATION.

• See me if you were absent so I can give you credit for your work.

3. Students went to computer lab and I reviewed common errors in a draft paragraph done for last night's homework. I showed how to go back to FCAs in instructions to highlight whether EACH BULLET point has been done and done clearly and correctly.

• Students will highlight and revise as needed for homework.

Daily Class Notes TUES Feb 4

1. Students worked in small groups to answer Q 4 in the Act II, sc 1&2 on the SYMBOLISM in details used to describe the GHOST of the PRESENT. We then reviewed as a whole class and added to our answers as needed.

• Green used to symbolize LIFE--living growing things. Associated with Scrooge needing to learn to enjoy life and appreciate that we have one precious life and he has a chance to "GROW" and change and enjoy life's blessings and share with others.
• Throne of Food = ENJOY and APPRECIATE abundance--share with family.
• Shining icicles on crown= a source of light shed on things Scrooge has ignored. One student noted that icicles are associated with the winter season and they MELT--just the way life is not permanent. CROWN= authority--the Ghost has power and uses it to direct Scrooge and make him think about things he has said and how his actions affect others.
• Rusted scabbard with no sword=peace-not fighting. The Ghost of Christmas is most closely associated with the singe feast and family day and a reminder that Scrooge should not fight with others emotionally or physically.
• Torch shaped like Horn-of-plenty= celebration of abundance--enjoying sharing abundance with others and appreciating food and friendship.
• Jolly Giant= Ghost has ETHOS--credibility through his grand presence and he is jolly and invites Scrooge to "know me better" and get to know joy and what Scrooge has missed out on in terms of fun and time with family.

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THIS COMPARES TO SYMBOLISM USED AROUND GHOST OF THE PAST in ACT I

White tunic = white is associated with a "blank slate"--purity and innocence. PAST shows Scrooge how he was innocent , a blank slate, and how events that were harsh in his early childhood might have made him distrust others and maybe hide from the pain of losing Fan-the person that loved him most.

muscular arms/slender legs = PAST is STRONG and firm about making Scrooge look at and feel emotion about scenes from his past, but the Ghost does not yell or lecture--he is mostly gentle.

unwrinkled face/hair white with age= PAST's hair creates a connection with the wisdom of age as he takes him back to rediscover his feelings about his childhood. Past is old but PRESERVES Scrooge's youngest memories.

Spring flowers = In literature and poetry the seasons of the year are associated with stages of life--Spring = youth; summer = young adulthood; autumn= middle age; winter= old age.

Jets of shining light= The ghost "sheds light" to make Scrooge "see" memories he has hidden in a closed, dark part of his mind.

2. Reviewed final paragraph of Act II, sc 2 to be sure students noticed the VERY important detail of how the Ghost shows Scrooge how there are MANY Cratchit-type poor people who work and are still singing and peaceful--even though they are separated from family and wish they could be with family. This should remind Scrooge that he does not take advantage of family time he has EASY access to--unlike people in the mines, at sea, or in prisons.

3. Classes had some time to fill in other packet questions with group.

4. I reviewed the One-Note page with the 1 paragraph writing reflection that is part of tonight's homework.

• I told students to carefully read the bullet points about WHAT to INCLUDE in a paragraph about a text and
• be especially careful about how students introduce the quotation and cite the page number source..

Mon Feb 3 Daily Class Notes:

• I CHECKED weekend homework. Show me tomorrow if you were out today.
• I reviewed the directions above. Students then worked in their small groups to read the script out loud (taking character roles) and stopping at the end of each page or so to do the highlighting and discuss briefly as they LABEL each line highlighted with the REASON the line matters.
• Most groups got through most of the 5 pages in class. All must finish the markup and reading of pages 22-27 only. We will do the packet of questions in class--it is not homework.