GRAMMAR BELLRINGER: FRAGMENTS Review: A fragment is a piece of a sentence. It needs more information, including a subject and verb, to be a complete sentence. MID-TERM REVIEW SHEET #3 You have 15 min. to fill this out. 1. deference/paradox 2. fallacious/impassive 3. mandate/tantamount 4. capricious/sage 5. havoc/mandate 6. accommodate/egregious 7. languish/bequeath 8. genre/accolade 9. rationalize/vehemently 10. capricious/egregious 11. accolade/obsequious 12. vehemently/languish 13. fallacious/immutable 14. impassive/sage 15. havoc/fallacious 16. sage/paradox 17. nepotism/bequeath 18. impassive/immutable 19. bequeath/nepotism 20. havoc/genre OPTIONS: REVIEW QUESTIONS ON PATRICK HENRY’S SPEECH. LOGIC LEADERS: With your group decide on the logic in your assigned paragraph. What is Henry’s premise or assertion? What is his main point in your paragraph? Is there pathos or ethos, also? What? RELIGIOUS PERSUASION EQ: How can the rhetoric in a sermon impact the listeners, particularly a Puritan community in the 1700s? THE GREAT AWAKENING: VIDEO What was unusual about this religious revival? How did it bind the American people together at this important point in history? “ PRAYER IS AS NATURAL AN EXPRESSION OF FAITH AS BREATHING IS OF LIFE. Jonathan Edwards, Puritan Minister Read the personal bio on him (P. 85). Does he have ethos? Explain. ” FILL OUT THE STUDY GUIDE AS WE LISTEN. Pages 91 (1-5 & EQ) & 92 (5-9) GRAMMAR BELLRINGER: FRAGMENTS EQ1: How can I identify a fragment? Review: A fragment is a piece of a sentence. It needs more information, including a subject and verb, to be a complete sentence. ENTRANCE TICKET: WOULD THE REACTION TO EDWARDS’ SERMON BE DIFFERENT TODAY? WHY/NOT? Mid-Term: fragment review Entrance ticket Ppt & Video: Salem Witch Trials Tea Party: The Crucible Readaloud of the play Cornell notes AGENDA: RELIGIOUS PERSUASION EQ2: How can I understand a text about a Puritan community in the 1600s? EQ3: How can logical fallacies lead to hysteria? WHAT IS THE CALL TO ACTION? Political ad Coke commercial Patrick Henry’s speech Edwards’ sermon SALEM WITCH TRIALS: VIDEO TAKE NOTES! • • • • • • • • 1692 Salem Witch Trials (16th/17th cent. Europe as well) 20 executions & 100 imprisoned (P. 1128 graphic) James I accused those against him of witchcraft. In America – Puritans faced wilderness, where they felt danger & Satan or evil dwelt. They came for religious freedom, unlike the South who came for money/ profit. Puritans – strict (bottom 1126), busybody laws (top 1127), theocracy (bottom 1128), controlling (top 1129), impure motives (middle 1129) This story has historical roots and actual people/events. (He reduced the no. of judges and girls & raised Abigail’s age.) Miller compares this hysteria to that of the Inquisition (1200s) & McCarthyism (1950s). TIME FOR A TEA PARTY! You will each get a quote from the play we are starting today. Read over your anticipatory worksheet and fill in whatever question(s) your quote addresses. Then SILENTLY take your quote to someone else, shake hands, & exchange quotes. Read the quote and fill in whatever you can on the anticipatory worksheet. Return the quote. Find another partner and do the same. Then do the process a third time. Sit down when finished with three. NOW YOU WORK IN GROUPS of four. Share all your quotes and finish answering all the questions on the worksheet together. You may talk here. TEA PARTY INSTRUCTIONS: “ ABOMINATIONS WERE DONE IN THE FOREST . . . . I SAW TITUBA WAVING HER ARMS OVER THE FIRE WHEN I CAME ON YOU. . . AND I HEARD A SCREECHING AND GIBBERISH COMING FROM HER MOUTH. Rev. Parris in The Crucible (Miller 1131) ” Q: What was the Puritan community like? A: Apparently they believed in witchcraft and feared it as an evil. They also feared the wilderness. Q: How do you see the motif of gullibility? A: To fear this & believe that this behavior was a supernatural event is pretty gullible. Today we would just think someone was crazy. GRAMMAR BELLRINGER: FRAGMENTS EQ1: How can I identify & correct a fragment? Review: Typically to fix a fragment, you should add it to the sentence in front of it, sometimes with a comma. WHIP-AROUND REVIEW Give one fact about Puritans, witch trials, crucible, The Inquisition, McCarthyism, or the play. Mid-Term: fragment review Whip-Around Review Silent reading Video: McCarthyism Readaloud of the play Cornell notes AGENDA: RELIGIOUS PERSUASION EQ: How can logical fallacies lead to hysteria? READ PP. 1118-1121 & TAKE NOTES ON MCCARTHYISM. VIDEO ON MCCARTHYISM How was it like the Salem witch trials? How could you get off? What logical fallacies were a part of it? “ YOU COULD TELL WHEN A DICTATOR WAS ABOUT TO TAKE POWER IN A LATIN AMERICAN COUNTRY OR WHEN ONE HAD JUST BEEN OVERTHROWN, BY WHETHER THE CRUCIBLE WAS SUDDENLY BEING PRODUCED THERE ARTHUR MILLER What in the world does he mean?! ” CORNELL NOTES Take Cornell notes on each act daily. BELLRINGER: REVIEW SHEET #4 FOR MID-TERM WHAT IS THE ARGUMENT SALEM IS MAKING? WHAT ARE THE LOGICAL FALLACIES HERE? Entrance Ticket: HISTORICAL PARALLELS EQ: What are the historical parallels with our play, particularly in regards to the modern-day world? Why is this significant to us personally? AGENDA • Review Sheet • Entrance ticket • Political cartoons • Thinking map • Video clip • Parallel Partners • Readaloud & Cornell notes • Questions THINKING MAP & VIDEO: THE INQUISITION (STOP AT 6.00 MINUTES.) Draw a large box with a circle in a circle. In the small, inside circle, write Inquisition. Around it write all you know about the Inquisition. In the outside box, tell me where you obtained this info (class, TV, dad, etc.) PARTNERS: WRITE DOWN 4 PARALLELS. The Inquisition, Salem Witch Trials, McCarthyism Can you think of any other situation that is similar, particularly today? CORNELL NOTES Take Cornell notes on each act daily. AIR TIME IN THE LIBRARY: BRING ID CARDS TO CHECK OUT. I want everyone to have a book . . . and bring it to class to read when done with other assignments. ENTRANCE JOURNAL: PICK ONE. 1. WHAT DO YOU THINK OF THIS COMMUNITY? IS THERE ANY WAY TO STOP THE HYSTERIA? PREDICT WHAT WILL HAPPEN. 2. WHAT DO YOU THINK OF JOHN & ABIGAIL’S ADULTERY? WHICH ONE DO YOU SIDE WITH & WHY? HOW DOES THE AUTHOR MAKE YOU MORE SYMPATHETIC TO THAT ONE? When you finish, sticky note 3 entries for grading & turn in journal. 2 REVIEW TASKS • See historical note on the Inquisition (P. 1145). • Quadrant views of P. 1153: whole, bottom half, top left, top right with webcam QUESTIONS AT THE END OF ACT I (1-6, 3, 5) BELLRINGER: REVIEW SHEET #6 FOR MID-TERM HISTORICAL PARALLELS EQ: What are other historical cases of hysteria based in religion that have had tragic consequences? AGENDA • Review Sheet • Photo & Fatwa (Look for logical fallacies.) • Readaloud & Cornell notes • Questions (Act II) THE TWIN TOWERS: BEFORE & AFTER . . . WHAT WAS THE RELIGIOUS HYSTERIA THAT LED TO THIS TRAGEDY? READ THE FIRST SEVEN PARAGRAPHS & IDENTIFY LOGICAL FALLACIES. http://www.pbs.org/newshour/updates/military-july-dec96-fatwa_1996/ GO TO HELPFUL LINKS ON MY WEB PAGE. CLICK ON LOGICAL FALLACIES: BIN LADEN’S SPEECH (READ FIRST 7 PARAGRAPHS ONLY & LOOK FOR LOGICAL FALLACIES.) HOW DO THESE FALLACIES RESEMBLE OTHERS WE HAVE STUDIED? How did the logical fallacies lead to a dangerous form of religious hysteria that had tragic consequences? PAIR-SHARE . . . WHAT IS THE ROOT OF THIS HYSTERIA IN OUR PLAY IN YOUR EVALUATION? REVIEW FOR MID-TERM CHARACTERIZATION EQ: How are characters developed? AGENDA • Review • Characterization ppt. • Thinking maps • Read-aloud (Act II) • Questions (Act II) WHAT DO YOU KNOW ABOUT CHARLIE SHEEN? TYPES OF CHARACTERIZATION • Direct (“no-brainer,” based on the exact words of author: “She was a kind person.”) • Indirect (inference from words, actions, thoughts, & others’ opinions: “She helped the girl pick up the dropped books.” We can infer she is kind.) . . . Evidence is required for indirect characterization. You must be able to PROVE IT from the TEXT! CHARACTERIZATION OF MARY WARREN Direct • “She is a subservient, naïve, lonely girl” (Miller 1136). Indirect • Words: wants independence & to feel grown-up and important “I’ll not be ordered to bed no more!” (Miller 1167); fearful “I cannot, I cannot” (Miller 1181) • Thoughts: hysterical, gullible “With hysterical fright” (Miller 1137) • Actions: easily manipulated (poppet), naïve (poppet with needle) • Others’ opinions: John’s (lazy); Mercy’s (tattle-tale on P. 1136) MORE ON CHARACTERIZATION • Flat (1-2 character traits, not believable) • Round (several character traits, believable, contradictory, protagonist usually) • Static (character - stays the same) • Dynamic (character - changes) • Rite of passage = an experience that a character undergoes that matures him/her USING A BUBBLE MAP, DESCRIBE A CHARACTER IN OUR PLAY. Make sure to include a box to show your evidence . . . what the author has said (direct) or what the character has said, done, or thought, or what are others’ opinions of him/her (indirect). READ-ALOUD. SNIPPET: • Find a sentence or two in the play that you think is powerful or makes you angry, etc. It could remind you of an experience or you just like it. • Write it on one side of the index card with quotation marks and documentation. “ . . .” (Miller 1137). • On the back of the card, write an interpretation, reaction, personal experience, etc. QUESTIONS AT THE END OF ACT II (1-8 & FLOW CHART ON NEXT PAGE) PAIR-SHARE: IF YOU LIVED IN SALEM THEN, WHAT WOULD YOUR OPTIONS BE? Evaluate: How effective & safe would these be? CORNELL NOTES Take Cornell notes on each act daily.