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 thisthis place: school:

Am marrying this guy in April>>>>>>

& will become the parent of this girl >>>

Do things Love to listen to like: these guys:

Fall 2012Ms. Hamfeldt

Ms. Pendleton (Block 2)

ENGLISH II

CATALYSTSEach 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.

CATALYST #1 8.27One 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?

ORDescribe 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?

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.

WRITE THIS DOWN!WWW.MSHAMFELDT.CMSWI

KI.

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.

CATALYST #2 8.28What 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.ORHave your beliefs ever caused you difficulty

or conflict? Explain.

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 GSadlier Oxford Vocab Level E

Summer reading assignments are due Oct. 1st.Assignments are posted on my website and

outside my door.

“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…

Peer InterviewsInterview 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 togetherUse 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!

CATALYST #3 8.29Please 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?

Let’s generate a list about culture…Language Education/

value of educationFood

Race/enthnic backgroundsMusic

Economy/moneySports TechnologyEntertainmentClothesCustoms/traditionsReligion/beliefsHolidaysFamilyLaws. government

Culture Partner-workNow 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.

Catalyst #4 8.30We 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”)

7 Effective HabitsWhat 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.

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

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

Class GoalsHow 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?

NaciremaEthno- race or cultural groupEthnographer- write about races and

cultural groupsEthnocentric- focused or centered on one

culture Cultural norm- standard for behavior within

a culture Ritual-repeated practice, usually with

significance

Peer Presentation BingoAs 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!

3-2-1 Exit Ticket On the note card that you were handed,

write:3 things that you’ve learned about English

class this semester2 things that you learned about one of your

classmates1 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

CATALYST #5 8.31Pass 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?

“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, glistening

it tasted like beets.)I am from the forsythia bush,

the Dutch elmwhose long gone limbs I remember

as if they were my own.

I'm from fudge and eyeglasses,from Imogene and Alafair.I'm from the know-it-alls

and the pass-it-ons,from perk up and pipe down.I'm from He restoreth my soul

with a cottonball lamband ten verses I can say myself.

I'm from Artemus and Billie's Branch,fried corn and strong coffee.

From the finger my grandfather lostto the auger

the eye my father shut to keep his sight.Under my bed was a dress box

spilling old pictures,a sift of lost faces

to drift beneath my dreams.I am from those moments-snapped before I budded-

leaf-fall from the family tree.

“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)_______.

Stanza 2I 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)_______.

CATALYST #6 9.4Be 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?

BINDER SECTIONSYour syllabus should be placed at the very front of your binder!

Revolution TrackingThis 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.

HandoutsThis 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 NotesThis 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 PreparationThis is where you will keep notes, drills and practice that we do in

class to prepare for the EOC.

God/Goddess AssignmentTonight, 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/goddessWho this god/goddess is related toWhat this god/goddess doesWho is/are this god/goddess’s friends and

whyWho is/are this god/goddess’s enemies and

whySymbol/item associated with this

god/goddess

Gods/GoddessesZeus – Bronson, Michael LHera –Tally, HannahPoseidon –Grady, Ryan MHades—Shawn, TimPallas Athena—Brian, Evan Phoebus Apollo—Colin, ChristianArtemis—Tori, TiaAphrodite—Brendan, Negar Hermes—Elizabeth, LucasAres—Clark, Hephaestus—JessicaHestia—Desiree

Gods/GoddessesZeus –Myles, HarrisonHera – Giovanni, LizPoseidon –Rachel, MarionHades-Jackie, Nicole Pallas Athena—Abby, Jasper Phoebus Apollo—Jack, Samantha Artemis—Ashley, SydneyAphrodite—BJ, AnnaHermes—Jaheed, Micheyla Ares— JoeyHephaestus—MattHestia—Devin

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.

Greek Creation Myth: Blk 4Character 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.

CATALYST #7 9.5Have 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: KnowWhat do you know about this set of stories?

W: Want to knowWhat 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.

Gods and GoddessesPairings:Zeus and HeraPoseidon and HadesPallas Athena and Phoebus Apollo Artemis and Aphrodite Hermes and HephaestusAres and Hestia

Gods and GoddessesPairings:Poseidon and HeraZeus, Pallas Athena and Hades Artemis and Phoebus ApolloHermes and AphroditeHephaestus and Ares

Gods and GoddessesPairings:Zeus and AresPoseidon and HestiaPallas Athena and Hera Artemis and HadesHermes and Phoebus ApolloHephaestus and Aphrodite

CATALYST #8 9.6In 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?

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?

Norse Creation MythCharacters:Villain: Surt, will destroy the earth Hero: Buri, strong, father of the gods; YmirEarth mother: Audhumbla, nourisherComplimentary pairs: fire and ice Settings:Cave: Gunningagap (emptiness)Sea: land of ice, chaos

Blk 2: Creation Myth ArchetypesCharacters:Earth mother: Gaia, creator and protector

of the earthHero: Zeus, defeats the Titan CronusVillain: Cronus, wants power, destroys his

childrenTrickster/ Unfaithful wife: Rhea, tricks

Cronus into eating the stone

Settings:The Cave: emptiness, nothingnessThe Sea: chaos, turmoil

Blk 4: Creation Myth ArchetypesCharacters:Villain: Surt, Cronus/TitansHero: Zeus, YmirEarth mother: Gaia, Audhumla (cow)

Settings:Cave: emptinessSea: chaos, oceans, rivers, etc. Earth: stability

CATALYST #9 9.7In 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?

Gods/GoddessesZeus – Bronson, Michael LHera –Tally, HannahPoseidon –Grady, Ryan MHades—Shawn, TimPallas Athena—Brian, Evan Phoebus Apollo—Colin, ChristianArtemis—Tori, TiaAphrodite—Brendan, Negar Hermes—Elizabeth, LucasAres—Clark, Hephaestus—JessicaHestia—Desiree

Gods/GoddessesZeus –Myles, HarrisonHera – Giovanni, LizPoseidon –Rachel, MarionHades-Jackie, Nicole Pallas Athena—Abby, Jasper Phoebus Apollo—Jack, Samantha Artemis—Ashley, SydneyAphrodite—BJ, AnnaHermes—Jaheed, Micheyla Ares— JoeyHephaestus—MattHestia—Devin

Creation MythsRead 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.

Creation Myth Venn DiagramsAs 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 mythInclude at least 5 archetypes somewhere on

your diagramInclude at least 3 quotes to prove what you

write about each story.

CATALYST #109.10Answer 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!

Writing a Thesis StatementMake this thesis statement stronger:

Ardrey Kell is a good high school.

Notes on ThesesA thesis : a ___statement____ that

declares the __major__ points you will discuss in your paper

A STRONG thesis statement IS:clear and __to the point_____appears at the __END__ of the 1st

paragraphit is a ___map__ for your reader includes the ___three____ main points of the

essay

A STRONG thesis statement is NOT:

in __opinion form__ (“I believe”, “I think”)__vague___ – (“it seems” “it may be”)

CATALYST #119.11Use the next few minutes to refresh

yourself on the stories of the four heroes that you read about the last two nights.

In your journal, summarize the stories of each of the four heroes.

Your summary for each hero story should contain:

Who (hero and other main characters)What (major events)Where/When (where everything took place)Why (why conflict occurred)How (how the hero overcame conflict)

The Hero’s JourneyFor the stage of the hero’s journey that you

are assigned, read through the slide carefully.

Summarize what happens to the hero in this part of his or her journey in 2 sentences.

Have an example ready to share of what this stage looks like (this can come from the example on the slide or one of your own)

Know where your step is in the cycle and be ready to stand in that part of a circle with your classmates to provide them with knowledge of this part of the hero cycle.

Bring your hero journey chart with you as well into the circle.

Hero Cycle TracingChoose one of the heroes that you read

about that you feel best meets the qualifications of a hero, based on the notes we took on the hero’s journey.

Trace the hero’s journey as best as you can for this hero, (bearing in mind that a hero may not go through every part of the cycle).

In each box that you fill in, write the page # of a quote that will support that the hero completed this step of the hero cycle.

Discussion GroupsShawn, Brian, Clark, TallyElizabeth, Tim, Tia, Tally, BronsonLucas, Negar, Grady, JessicaChristian, Ryan, Hannah, DesireeTori, Evan, Colin, Michael, Brendan

Discussion Groups In your assigned groups, the person whose

name is underlined will be the discussion leader.

This person should share what he or she wrote about the hero he or she chose and what steps of the hero’s journey this hero fulfilled.

Everyone else in the group should then take a turn sharing what he or she wrote.

Then, as a group, discuss which of the heroes best fit the hero’s journey.

Try to trace this hero going through as many steps of the hero’s journey as possible.

Writing an Argumentative ThesisWrite a thesis that proves why the hero you

wrote about is the best hero.Frame your thesis with:

“______________ best meets the qualifications of a hero because _____________, ____________, and ___________________”

Use the steps of the hero’s journey to help write your thesis.

Include three reasons in your thesis.Then, write one quote that you would use

to support each reason (3 quotes total) using proper citation format

Citing from the TextPut quotations marks around the quote. Put the author’s last name and the page

number on which you found the quote in parentheses: (Hamilton 30)

The period for your sentence will go after the parentheses, even if you include a direct quote. See the example below.

"The famous Chicago lawyer Clarence Darrow defended Scopes at the trial" (Divine 283-284).

"The famous Chicago lawyer…at the trial" (Divine 283).

Citing from the TextIf the author's name is mentioned in the

sentence, as a statement by authority, use only the page number in parentheses:

Ex. According to Delia Ray, author of Behind The Blue and Gray: A Soldier's Life in The Civil War, 35,000 Union troops were crammed into the city of Manassas waiting for the trumpet signaling them to move forward (3).

Supporting your ArgumentAfter you generate a thesis statement, you must

support each part of your argument in paragraph form. Use a format like the following:Topic Sentence: Ms. Hamfeldt is the next Artemis

because of her love for others, especially the youth.Support 1: Artemis, like Ms. Hamfeldt, makes loving all

creatures a priority. Evidence 1: In fact, Ms. Hamfeldt loves animals so much

she has a classroom fish, while Artemis is said to “stir with love for all creation” (Hamilton 31).

Support 2: Ms. Hamfeldt and Artemis also share a common passion for helping young people.

Evidence 2: Ms. Hamfeldt has taught students all over Charlotte, and Artemis was considered “protectoress of the dewy youth everywhere” (Hamilton 31).

Concluding Sentence: Ms. Hamfeldt should be the next Artemis because she could continue Artemis’ tradition as caretaker of human and animal kind.

Blk 2: CATALYST #129.12

Look back again at the four stories of heroes: Perseus, Theseus, Hercules, and Atalanta

1- Which hero story did you find the most interesting or fascinating?

2-List 2 events from this story you found to be especially interesting.

3- Explain why you enjoyed reading about these two events in the hero’s story.

4- Do you think this hero story fits the hero’s journey?

5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.

Blk 4: CATALYST #129.12

Have out your god/goddess paragraph for me to check.

Look back at the adventure stories that you read for class today.

1- Which two stories did you find the most interesting or fascinating?

2-List 2 particular events from each story you found to be especially interesting.

3- Explain why you enjoyed reading about these events in each of these stories.

4- Did either of these stories fit any of the hero’s journey?

5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.

Blk 2: CATALYST #139.13

Look back at the adventure stories that you read for class yesterday. Reminder: Journals will be collected tomorrow!

1- Which two stories did you find the most interesting or fascinating?

2-List 2 particular events from each story you found to be especially interesting.

3- Explain why you enjoyed reading about these events in each of these stories.

4- Did either of these stories fit any of the hero’s journey?

5- Why or why not? Explain your answer using at least 2 examples from the story to prove your point.

Blk 4: CATALYST #13/ Journal #2

Reminder: Journals will be collected tomorrow!

Based on what you’ve just heard about all of the adventure stories, what are the common themes that you notice in these stories?

What do these messages tell you about the Greek people and their beliefs?

What do you make of the father-son dynamic in these stories?

Do we have the same beliefs today in our culture? What ‘adventures’ have you heard of that teach these lessons or other lessons?

PhaethonStory Summary: Phaethon seeks out Clymene, the sun

chariot driver, to see if he is his son. Clymene confirms this and says that

Phaethon can have anything he wants. Phaethon asks to take Clymene’s place for

a day. Clymene warns him this is a terrible idea.Phaethon asks for this anyway and starts to

drive the chariot.He winds up being burned alive on the

chariot and dies falling into the river.

PhaethonExamining Archetypes The wise old man represents wisdom and

guidance.Clymene tries to provide his wisdom to

Phaethon who ignores it.The archetypal sun represents awareness.

Getting too close to the sun makes the characters AWARE of their mortality.

The sea and rivers represent chaosPhaethon dies in a chaotic event.

PhaethonHero’s JourneyCall to Adventure: Phaethon accepts his

mother’s challenge to seek out his father.Apotheosis: Phaethon reaches a point

where he realizes he must give up; this ends his hero’s journey

PhaethonThemeThe message of this story is don’t bite off

more than you can chew.Phaethon wanted more power than he was

capable of handling and died as a result.

Four Great AdventuresIn your group, divide up the tasks so that

one person is responsible for answering each question.

Make sure that you provide quotes from the text in the last column to prove what you say in the middle column.

When I call time, you will share what you each wrote within your group and make sure that everyone is in agreement.

Then, your group will be responsible for sharing your findings with the class.

God/ Goddess for a Day Presenters

As each person presents his or her paragraph, keep track of who wants to be who.

Record the best point from each person’s argument

Once everyone has presented, circle your vote for each god or goddess.

Winners will be revealed tomorrow!Zeus Hera Poseidon

Hades Athena Apollo

Artemis Aphrodite Hermes

Ares Demeter Dionysus

CATALYST #14 9.14

Feedback Friday! On Fridays, when you turn in your journals, I will usually ask you for feedback on how class is going so far.

Answer the following questions:What have you enjoyed in this class so far? Do

you prefer individual, group or full class activities that we’ve done?

Was has been difficult or frustrating in this class? Are you confused about anything we are learning?

How have you been doing with the reading? Are you able to understand the reading? Why or why not?

Has this course challenged you academically so far? In what ways?

Do you have any suggestions for how we could make class better?

Alchemist Pop Quiz 1- What does Santiago convince the crystal merchant to do?

A- Sell his shop and go on a journey with himB- Use new crystal bowls to attract more businessC- Move his shop near the river where people gatherD- Sell tea in his crystal glasses at the hilltop

2- What is the Englishman in search of?A- Crystal treasureB- A shepherd to care for his sheepC-An alchemistD-Someone who speaks his language

3-What does the crystal merchant want to do, but never has?A- Travel to MeccaB-Expand his shopC-Have a familyD-See the Pyramids

Quiz CorrectionsI am giving you a rare opportunity to earn back

points on your archetypes quiz! We cannot really move forward with class unless I know that you know these archetypes!

STEP 1: On a sheet of paper that can be turned in, complete the following:

1- Why do you believe that you got the score that you did on this quiz?

2- What will you do for the next quiz to improve your score?

3- How can you better use Ms. Hamfeldt and/or classmates as a resource to prepare for tests and quizzes?

Quiz CorrectionsSTEP 2:Working with a neighbor –only if

necessary!– record each question that you got wrong.

Write out the term and then beside it write the correct definition.

After the definition record one example of this archetype from a story that you have read or movie that you have seen.

You will get back half-credit for each correction that you make! (Consider this a gift!)

Greatest Hero DebatePerseus A: Myles and GiovanniTheseus A: Rachel and JasperHercules A: Ashley and JackieAtalanta A: Sydney and AnnaPerseus B: Micheyla, Abby, MarionTheseus B: Joey, BJ, MattHercules B: Nicole, Jack, LizAtalanta B: Jaheed, Harrison, Samantha

Hero Debate Goals for Today:By the end of this period, you should have

the following completed:1- Thesis statement for your hero2- One supporting body paragraph that

contains at least two pieces of text evidence from the book, with proper citations.

3- Two ideas that you will plan to use in your counterargument.

CATALYST #15 9.18

Please be mindful of responding to all questions!

Has anyone ever stolen something from you? Or, do you know someone who has had something stolen from them?

How did this make you/the person you know feel?

What did you/this person do in reaction to this event?

Did this change your/this person’s attitude? In what ways?

Think back to what your life was like 10 years ago…

Describe what a regular day in your life was like 10 years (as best as you can remember/guess.)

Would you say that your life was entirely different then than it is now? Why or why not?

Vocab Unit 1We will practice saying all words in this unit

aloud so that you know how to pronounce them.

After I read the word, I will ask you to repeat it after me.

Be ready!

After we read all the words, select one word.

In your journal, illustrate this word in some way.

DON’T WRITE THE WORD ON YOUR PAPER!In a minute, you will trade your journal with

a partner and see if they can figure out which word you illustrated.

Greek Mythology TermsMonotheism is the belief in ONE god.

Mono means oneTheism means belief in godThis is what the Judeo-Christian and Muslim

beliefs follow.Polytheism is the belief in MANY gods.

Poly means manyTheism means belief in godThis is what the Greeks and Romans believe.

Hubris is the Greek word for “excessive pride”.In each of the adventure stories that we read,

at least one character exhibited excessive pride.

This led to the character’s destruction every time.

Arguments and Counterarguments

STEP 1: Create a thesis defending your hero.

STEP 2: Create a list of quotes you will use to support your thesis. Be sure to include page numbers!

STEP 3: COUNTERARGUMENT: A statement that dismisses the argument of the opposition.For example: If you were arguing AGAINST

Hercules, your counterargument would explain why Hercules is NOT a hero.

CATALYST #16 9.19Have out your ‘Choosing the Right Word’

homework for me to check. 1- From the Unit 1 vocabulary words, select

3. In your journal, use each word in one sentence each. Your sentence should show the meaning of the word.

2- To you, what does it mean to be immature? What actions would describe someone that you believe to be immature?

3- Record any questions that you have about the greatest hero debates.

The Trojan WarFold a page in half in your notes to make a

two-column chartLabel one column: The GreeksLabel the other column: The Trojans

As we discuss the Trojan War, keep track of the key events by charting what happens to the Trojans vs. the Greeks

Consider: What does this war tell us about each group of people? What does it tell us about the gods/goddesses?

(Think back to what we discussed with the adventure stories)

The Trojan WarTHE GREEKS

THE TROJANS

Greatest Hero DebatePerseus A: Shawn, Brian, JessicaTheseus A: Tia, Tally, GradyHercules A: Tim, Negar, LucasAtalanta A: Elizabeth, Brendan, BronsonPerseus B: Christian, ColinTheseus B: Evan, Michael, ClarkHercules B: Hannah, DesireeAtalanta B: Ryan, Tori

CATALYST #17 9.20

Have out your Synonyms and Antonyms for me to check.

1- From the Unit 1 vocabulary words, select 3 different words from those you selected yesterday. In your journal, use each word in one sentence each. Your sentence should show the meaning of the word.

2- In The Alchemist, Santiago tells himself, “Don’t be impatient … Eat when it’s time to eat. And move along when it’s time to move along.”How do you interpret this quote?Is it hard to be patient in certain situations?

Describe a time when it was hard for you or someone you know to be patient.

Do you agree with Santiago that should “eat when it’s time to eat”? Why or why not?

CATALYST #18 9.21

Have out your Completing the Sentences for me to check.

1-Choose 3 more of your vocabulary words to use in a sentence each. (Remember: quiz on Monday!)

2- What sort of actions or behaviors do you consider to be disrespectful?

3- Write about a specific time when someone you know did something very disrespectful and had to suffer a consequence as a result.What did he or she do? Why was it so

disrespectful?What consequence did this person have for

their actions?Did this consequence change that person’s

actions in the future? Why or why not?

Journal #2How has Achilles changed from before to

after his battle with Hector?What caused these changes?

Hero Debate Work timeToday you are responsible for having:

A thesis with three supporting points FROM THE HERO’S JOURNEYFor example: ____________ best meets the

qualifications of a hero because he endures a road of trials, achieves his ultimate boon and returns triumphant with the elixir from his journey.

Two supporting body paragraph completed (follow sample body paragraph format on your handout)

Three potential counterarguments to make against your opponent (again—use the hero’s journey!)

Hero Debate Prep Spend the next few minutes finalizing your

hero debate with your teammates.Be sure that you have included quotes in

every paragraph and that you have converted them to ‘speech’ form. (According to _________ )

Be sure that you know who will say what: who will deliver what parts of your case, who will asks questions, who will write rebuttals, etc.

Be sure that you bring all of your materials, including the handouts on my website!!, for class tomorrow!

Citing Quotes for a SpeechAccording to Hamilton, Artemis is

said to “stir with love for all creation.”

On page 31 of Mythology, Artemis is said to “stir with love for all creation.”

The AlchemistListen for the assignment that you are given.Then, complete ONE of the following:

ASSIGNMENT 1: Consider what you have read in The Alchemist so

far.Identify 5 archetypes you have found in the story

so far.

ASSIGNMENT 2: Consider what you have read in The Alchemist so

far.Identify 5 aspects of the hero cycle that you

have found in Santiago’s journey so far.

CATALYST #19 9.24Write VOCAB BINGO in your journalFill out your bingo board by:

Recording each word from Unit 1 on your bingo card ONCE

You will have four boxes remaining; re-use four words

DON’T stack words (For example, don’t put ‘pliable’ twice in the same column)

Greek Tragedy: AntigoneIn your textbook, turn to p. 1064.Read the notes on the origin of Greek

drama, theater and tragedy.Create target notes in your binder:In the center, record: GREEK DRAMAIn the middle circle, record the categories

(1- Religious Origin, 2- The Theater, 3- Actors and Chorus, 4-Tragedy and the Tragic Hero, 5- Mythological Sources and 6-Greek Deities) from the text and a basic definition

In the outermost circle, define the terms related to each category.

CATALYST #20 9.25

Describe a person who is extremely important to you in your daily life.

Why is this person important? What is this person like? What do you love (or

maybe dislike sometimes) about this person? What reminds you of this person? What do you

associate with him/her?Then, check your answers to the grammar

diagnostic:1-C 6- A 11-B 16- A2-C 7- B 12- B 17- A3- A 8-A 13-A 18- A4- A 9-C 14-B 19- A5- B 10-A 15-A 20-A

CATALYST #21 9.26

Yesterday, in your warmup, I asked you to write about a person who is very important to you in your everyday life.

Now, consider:1- What have you done for this person to show

them how much you appreciate them? Or, what could you do?

2- Would you be willing to give your life for this person? Why or why not?

3-Would you be willing to compromise your morals for this person? For example, steal or lie for them? Why or why not? (In other words, are your morals or this person more important to you?)

4- Grammar review: Identify five nouns that appear on this slide.

Expert GroupsYou will receive a piece of information

about either tragic heroes or Greek tragedy.Read over your material carefully,

underlining important points and paraphrasing what you read in your notes.

In a moment, you will form a group with the other people who read about the same topic.

On your chart, record:The ‘gist’ or main idea of your topic in the

middle circleThe ‘details’ or specifics about your topic in

the outermost circle

Greek Drama Target Chart

Expert GroupsNow, you will join together with the people

who have the same letter on their slide as you do (For example: All A’s will get together)

You will share your information with the group.

The other group members will share their information as well, and you will take notes on what they share on your handout.

You should have complete notes by the time you are done.

CATALYST #22 9.271- To you, what is justice? In other words,

what is fair and right and good?2- Now, create a list of reminders that

would ensure that people treat others justly.

3- Describe a time when you were NOT treated justly. How did you feel at this time?

What was the final result?

4- Identify 3 nouns and 2 pronouns in this warm up.

Review your reading when you are done!

Antigone Pop Quiz 1- When the Sentry first speaks to Creon, what does he

tell him?A- He has arrested a man that they suspect buried

Antigone’s brotherB- He is too scared to tell Creon that he found the

brother’s body buriedC- He found the body completely buried with all funeral

rituals performedD- He found some dust thrown over the body as if

someone tried to bury him 2- In Scene 2, when Antigone is brought before Creon,

what does she do?A- Deny that she had anything to do with the burialB- Attacks Creon’s guards in an attempt to escape C-Openly admits to performing the burialD-Cries and begs for her sister to be brought to her side

3-In Scene 3, how does Haemon react to his father’s decision to kill Antigone?A- He sides with his father out of fearB- He tells his father that he is wrong for his decisionC- He refuses to talk with his father about the decisionD- He sides with his father because he is a loyal son

Antigone ChartsFollow along with me as I complete the first

part of your chart:What happens in this part of the play? Which characters develop?

Who is the Tragic Hero and why?

Which characters demonstrate Hubris? How?

Which is prevailing? Justice vs. Injustice

Which is prevailing? Tyranny vs. democracy

Examples/ Explanations, with lines from the play to support

Prologue

Antigone ChartingWith a partner, continue completing your

chart for the rest of the Prologue, Scene 1 and Scene 2.

Be sure to include at least 1 quote per scene to support what you write on your chart.

Scene 1: pg. 1074

Grade Reflections

As you get back your vocabulary quiz, take out your bright green/yellow tracking sheet and graph your grade. Label it “Vocab Quiz 1”. In your journal, answer the following:

1- Why do you believe that you got the score that you did on this quiz?

2- What will you do for the next quiz to improve or maintain your score? What resources can you use in the future to prepare for tests and quizzes?

3- Compare your score on this quiz to your score on the first quiz. What do you think made the difference in your score?

Progress Report ReflectionAs you receive your progress report,

answer the following questions in your journal:

1- What is your current average on quizzes?

2- What is your current average on assignments?

3- Are there any assignments that you are missing?

4- Do you believe your grade reflects your ability in this class? Are you meeting the goal that you set for yourself?

5- What are 2 next steps that you will take to either improve your grade or maintain it?

Hero DebatesEach team will present their thesis and

their BEST one body paragraph.Choose a spokesperson to read these to

the class.At the end of class, you will turn in your

thesis, three body paragraphs and counterargument.

Explicating Poetry1- Examine the situation in the poem

Who is the speaker? Who is the audience? Is it being written with regard to a certain event?

2- Examine the structure in the poemIs it chronological? Cause and effect? Question

and answer?3- Examine the language in the poem

What poetic devices are used? Are words or phrases repeated?

4- Examine the musical devices in the poemDoes alliteration, consonance or rhyme add any

effects?5- Write about your conclusions!

What does this poem convey and how does it do so?