Performance Task Submissions and Evaluations

Wooooohoooooooooo!!!!!

You did it, my lion cubs!! Now, your benchmark anxieties should be assuaged (look it up), and you should feel like the little kitten in this video.

One final step: just turn in your Feminist Analysis Essays here: Performance Task Submission Form

Ms. G?! Do you know my grade? Did you grade my essay yet? I just gave it to you ten minutes ago? Hey Ms. G, do you remember what I got on that worksheet last week?

NO I DO NOT...I love you all very much, but I don't have your grades memorized. I will tell you as soon as I finish grading all of the late submissions.

Please take the time to fill out this Evaluation Form.  I really care what you have to say, and I want to make this class as inclusive and successful as possible!

12.16.13

Dat male gaze tho...it makes me feel sad and objectified...

LAURA MULVEY
[Writer and filmmaker, b. 1941, Oxford, lives in London.]

 The defining male gaze projects its phantasy on to the female figure who is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed, with their appearance coded for strong visual and erotic impact so that they can be said to connote to-be-looked-at-ness. 

1.  Launch
2.  Vocabulary words:
     2a.  Heteronormative
     2b.  Scopophilia 
3.  Quote from Laura Mulvey
     3a.  See full article here.
4.  Scholarly article on The Giving Tree by Lisa Fraustino
5.  EA2: Performance Task work time
6.  Create a Works Cited page

DUE:  Complete Draft

Resource Bank:

• Remember to revise your claim statements
• Important Feminist Critiques and Quotes
• Example Essay
• Writing Standards
• Transition Words
• MLA Citations

12.13.13

Objective:
I can understand characters' issues and ideas associated with Feminist Criticism.
I can draft a literary analysis for Feminist Criticism.

Happy Fun Food Friday!

1.  Launch
2.  Review vocabulary for Archetypal Criticism (to prep for Semester Exam)

• social
• political
• ideological
• "haves" vs "have nots"
• exploitation
• capital
• class
• marginalized

3.  EA2: Performance Task work time

DUE:  Complete Draft

Resource Bank:

• Remember to revise your claim statements
• Important Feminist Critiques and Quotes
• Example Essay
• Writing Standards
• Transition Words
• MLA Citations

Ms. G's new method of grading....

Homework: Semester 1 Exam Study Guide
Reference the slideshow for common assumptions

COME TO SECOND CHANCE SATURDAY TOMORROW!
ALL MAKE-UP OR LATE WORK IS DUE BY MONDAY.  NO WORK WILL BE ACCEPTED AFTER 12/16/13.

12.12.13

Objective:
I can understand characters' issues and ideas associated with Feminist Criticism.
I can draft a literary analysis for Feminist Criticism.

1.  Launch: Revising our claim statements
2.  Review vocabulary for Archetypal Criticism (to prep for Semester Exam)

• social
• political
• ideological
• "haves" vs "have nots"
• exploitation
• capital
• class
• marginalized

3.  A short film of the story
4.  Important Feminist Critiques and Quotes
5.  EA2: Performance Task
6.  Review Rubric and Expectations
      6a.  Example Essay
      6b.  Writing Standards -- focus on writing arguable claims
7.  Finish Outline, complete first draft
DUE:  First Draft

Homework: Semester 1 Exam Study Guide
Reference the slideshow for common assumptions

12.11.13

Objective:
I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
I can understand characters' issues and ideas associated with Feminist Criticism.

1.  Launch
2.  Review vocabulary for Archetypal Criticism (to prep for Semester Exam)

• symbolism
• patterns
• critical perspective (each word has its own definition)
• myth
• motif
• allusion

3.  Important Feminist Critiques and Quotes
4.  EA2: Performance Task
5.  Where Are You Going, Where Have You Been?
     5a.  Annotation and Notes
5.  Review Rubric and Expectations
      5a.  Example Essay
6.  Brainstorm Ideas
7.  Outline
DUE:  Brainstorm and Outline

Submission Form for Pygmalion Essays

Homework: Semester 1 Exam Study Guide
Reference the slideshow for common assumptions

12.10.13

Objective:
I can determine two or more central ideas of a text and analyze their development over the course of teh text, including how they interact and build on one another to provide a complex analysis; provide na objective summary of the text.
I can understand characters' issues and ideas associated with Feminist Criticism.

1. Launch
2.  Cinderella, the Legend and Why Women Take Advantage of Men
     2a.  Similarities
     2b.  Differences
3.  The Giving Tree
4.  Practice
     4a.  Whole Class Discussion
     4b.  Film Notes
     4c.  Small Group Discussion and Textual Analysis
     4d.  Whole Class- Clarifying Questions
5.  2.  Review Vocabulary for Feminist Criticism (prep for Semester Exam):

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• marginalize
• disenfranchisement

5.  Exit Ticket: Submit your Textual Analysis

12.9.13

Objective:

I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Quotes of the day, by John Berger, from Ways of Seeing:

"A man's presence suggests what he is capable of doing to you or for you.  In contrast, a woman's presence...defines what can and cannot be done to her."

"To be born a woman has to be born, within an allotted and confined space, into the keeping of men.  The social presence of women is developed as a result of their ingenuity in living under such tutelage within such a limited space.  But this has been at the cost of a woman's self being split into two.  A A woman must continually watch herself.  She is almost continually accompanied by her own image of herself.  Whilst she is walking across a room or whilst she is weeping at the death of her father, she can scarcely avoid envisaging [imagining the sight of] herself walking or weeping. From earliest childhood she has been taught and persuaded to survey herself continually.  And so she comes to consider the surveyor and the surveyed within her as the two constituent yet always distinct elements of her identity as a woman.  She has to survey everything she is and everything she does because how she appears to men is of crucial important, for what is normally thought of as the success of her life.  Her own sense of being in herself is supplanted [replaced by] a sense of being appreciated as herself by another...One might simplify this by saying: men act and women appear.  Men look at women.  Women watch themselves being looked at.  This determines not only most relations between men and women but also the relation of women to themselves.  The surveyor of woman in herself is male: the surveyed female.  Thus she turns herself into an object -- and most particularly an object of vision: a sight."



1.  Launch: Previewing EA2
    1a.  What is your task?
    1b.  What will you have to accomplish by Friday of this week?
    1c. What challenges do you anticipate in achieving success on this assignment?
2.  Review Vocabulary for Feminist Criticism (prep for Semester Exam):

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• marginalize
• disenfranchisement

3.  Presentation
    3a.  Cinderella: The Legend
    3b.  "Why Women Take Advantage of Men"
4.  Reading Journal: Compare and Contrast
5.  Small Group/Classroom Discussion
6.  Exit Ticket

Homework:
Read the Joyce Carol Oates short story for EA2. 

12.6.13

Be brave, be proud, my lion cubs! Your roar is heard amongst the scholars!

1.  Launch
2.  Modified EA1: Examining Pygmalion Literary Analysis Essay
3.  Continue working on draft
    3a.  Title it: FIRSTNAME LASTNAME Pygmalion Lit Analysis
4.  Conferences with Ms. G
5.  Reference the various assumptions of the criticisms in this powerpoint -- make it explicit, tell me what the common assumptions are for the criticisms you use!
     5a.  Exemplar:  "When applying the critical lens of ____________, we can assume that the following are true: _______________ (list some of the assumptions, in your own words)."
6.  Make a Works Cited page:  DO NOT make it a separate document; it should be the last page of your essay.

Resources and References:

Transition Words and Phrases

Textual Evidence: A Step-by-Step Guide


MLA FORMATTING:

• Upper right hand corner: Name, Date, Senior English, Pygmalion Literary Analysis
• Title (Relates to your THESIS)
• 12pt Font and Times New Roman
• Double Space THROUGHOUT (including Heading)
• page numbers upper right hand corner

Vocabulary: Word Bank

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• enfranchisement

12.5.13

1.  Launch
2.  Modified EA1: Examining Pygmalion Literary Analysis Essay
3.  Continue working on draft
    3a.  Title it: FIRSTNAME LASTNAME Pygmalion Lit Analysis
4.  Conferences with Ms. G
5.  Reference the various assumptions of the criticisms in this powerpoint -- make it explicit, tell me what the common assumptions are for the criticisms you use!
     5a.  Exemplar:  "When applying the critical lens of ____________, we can assume that the following are true: _______________ (list some of the assumptions, in your own words)."
6.  Make a Works Cited page:  DO NOT make it a separate document; it should be the last page of your essay.

Resources and References:

Transition Words and Phrases

Textual Evidence: A Step-by-Step Guide


MLA FORMATTING:

• Upper right hand corner: Name, Date, Senior English, Pygmalion Literary Analysis
• Title (Relates to your THESIS)
• 12pt Font and Times New Roman
• Double Space THROUGHOUT (including Heading)
• page numbers upper right hand corner

Vocabulary: Word Bank

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• enfranchisement

12.4.13

This photo symbolizes how well these various critical lenses go with texts!  They are disparate (not the same), but they are better appreciated together!

1.  Launch
2.  Modified EA1: Examining Pygmalion Literary Analysis Essay
3.  Finish First Draft
    3a.  Title it: FIRSTNAME LASTNAME Pygmalion Lit Analysis
4.  Share/Discuss with Group -- have colloquy amongst your peers!
5.  Reference the various assumptions of the criticisms in this powerpoint
6.  Exit Ticket


MLA FORMATTING:

• Upper right hand corner: Name, Date, Senior English, Pygmalion Literary Analysis
• Title (Relates to your THESIS)
• 12pt Font and Times New Roman
• Double Space THROUGHOUT (including Heading)
• page numbers upper right hand corner

Vocabulary:

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• enfranchisement

12.3.13

Objectives:
I can write a literary analysis essay using Marxist, Feminist, and/or Archetypal criticism.

This is what the writing process should feel like! You are supported in your endeavors!

1.  Launch
2.  Modified EA1: Examining Pygmalion Literary Analysis Essay
3.  Finish First Draft
    3a.  Title it: FIRSTNAME LASTNAME Pygmalion Lit Analysis
4.  Share/Discuss with Group -- have colloquy amongst your peers!
5.  Reference the various assumptions of the criticisms in this powerpoint
6.  Exit Ticket


MLA FORMATTING:

• Upper right hand corner: Name, Date, Senior English, Pygmalion Literary Analysis
• Title (Relates to your THESIS)
• 12pt Font and Times New Roman
• Double Space THROUGHOUT (including Heading)
• page numbers upper right hand corner

Vocabulary:

• patriarchal
• matriarchal
• stereotypical
• submissive
• dominant
• gender
• assumption
• enfranchisement

Homework:

Your take-home exam Pygmalion Open Book Test is due tomorrow!

12.2.13

Objective:
I can draft a literary analysis using Archetypal, Marxist, or Feminist Criticism.

1.  Launch
2.  Modified EA1: Examining Pygmalion Literary Analysis Essay
3.  Write First Draft
    3a.  Title it: FIRSTNAME LASTNAME Pygmalion Lit Analysis
4.  Share/Discuss with Group
5.  Exit Ticket


MLA FORMATTING:

• Upper right hand corner: Name, Date, Senior English, Pygmalion Literary Analysis
• Title (Relates to your THESIS)
• 12pt Font and Times New Roman
• Double Space THROUGHOUT (including Heading)
• page numbers upper right hand corner

Homework:

You should resubmit your Criticisms Take-Home Exam by Wednesday.
I am looking for the following:

• a paragraph is NO LESS than 7-9 sentences.
• you should describe what the assumptions of each criticism actually are, before launching into your analysis
• quote textual evidence (correctly!)
• annotations!

Your Open Book Pygmalion Reading Test is due tomorrow. 

11.22.13

Objectives:

• I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
• I can understand characters' issues, and ideas associated with Archetypal, Marxist, and Feminist Criticism. 
• I can brainstorm for a literary analysis using Archetypal, Marxist, or Feminist Criticism. 

1.  Launch
2.  Activity 2.10: Transformations
3.  Modified EA1: Literary Analysis
    3a.  Prompt Breakdown
    3b.  Brainstorming Ideas

11.21.13

Objectives:

• I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
• I can understand characters' issues, and ideas associated with Archetypal, Marxist, and Feminist Criticism. 

1.  Launch
2.  Finish Act V
3.  Activity 2.10: Transformations
4.  Exit Ticket

If you finish early...Real Life Disney Story.

Reminder:

Your take-home exam is DUE TOMORROW!!!

11.20.13

Objectives:

• I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
• I can understand characters' issues, and ideas associated with Archetypal, Marxist, and Feminist Criticism. 

1.  Launch
2.  Act V
3.  Modified EA1: Literary Analysis of Pygmalion
4.  Exit Ticket

11.19.13

Objectives:

• I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
• I can understand characters' issues, and ideas associated with Archetypal, Marxist, and Feminist Criticism. 

1.  Launch
2.  Review Act IV
    2a.  Discussion using Planned Language Production sentence frames
3.  Activity 2.9 -- Examining Eliza's options
4.  Watch clip from the 1981 production of Pygmalion, starring Robert Powell and Twiggy (39:50)
5.  "What Society Got Us Thinking" -- What would the author of this spoken word piece have to say to Eliza?  Consider, in particular, our takeaways from Act IV
6.  Exit Ticket

Homework:

1. Finish 2.9 Activity
2. Take-home exam -- remember, it is on your honor!!

Looking ahead tomorrow:

1. Begin Act V
2. Modified EA1: Literary Analysis of Pygmalion

11.18.13

I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

1.  Launch
2.  Stick Figure Pygmalion
3.  Finish Act III -- Discuss
4.  Act IV
5.  Activity 2.9 -- Examining Eliza's options
6.  Discussion of the Honor Code -- take-home exam
     6a.  Model of Bryn Mawr College Honor Code
     6b.  What is an Honor Code?  Why is it important?

An Honor Code is a set of principles that stress mutual respect and academic integrity.  We will ratify these principles, agree to adhere to it, and enforce its provisions.  Our objective is to create an environment in which each member is able to realize their full potential -- a potential which is realized through intellectual and social growth.  Students take responsibility for the integrity of their research and scholarship, and work hard to build a genuinely free, open, and fair community.  As a member of Block 3 Senior English, students gain first-hand experience in collaboration and leadership, negotiation and compromise, freedom and responsibility.

11.15.13

1.  Launch -- Timed Write
2.  Act III of Pygmalion

    2a.  Activity 2.7
3.  "The Rain in Spain"

11.14.13

Objectives:

• I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
• I can apply Archetypal, Marxist, and Feminist Criticism to a text.

1.  Launch -- Slang versus Sophistication!
    1a. Explicit teaching of code-switching
    1b. Similar to the process that Liza Doolittle must undergo, under the tutelage (teaching) of Mr. Higgins

2.  Watch clip of Pygmalion (1938) to see the text in action
    2a.  Discussion of morality and poverty (inverse relationship)
    2b.  "Have you no morals, man?"  "Can't afford them, Governor.  Neither could you if you was as poor as me."

3.  Enter quotations in Pygmalion/My Fair Lady Reading and Film Log

11.13.13

Objectives:

• I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
• I can apply Archetypal, Marxist, and Feminist Criticism to a text. 

1.  Launch
2.  Review first section of Act II -- Activate Prior Knowledge
3.  Finish Act II
4.  Discussion Guiding Questions:

• Are Higgins and Pickering the gentlemen that they appear to be?
• Based on what we know of her, how will Eliza need to change in order to be considered a lady?
• How is Eliza devalued and made to conform in the unfamiliar surroundings of Professor Higgins' home?

5.  Submit Activity 2.6

11.12.13

Watch this cute little boy play with a baby tiger!

Objectives:

• I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
• I can apply Archetypal, Marxist, and Feminist Criticism to a text. 

1.  Launch:  Explain how the picture below is an example of one of our criticisms (Archetypal, Feminist, Marxist), and why.  Props if you can think of more examples on your own!

2.  Review what we've read and watched so far -- Activating Prior Knowledge!

3.  Finish Act II of Pygmalion by George Bernard Shaw

    3a.  Activity 2.6

    3b.  Class Discussion - Analysis and Applying Criticism

4.  Exit Ticket

11.8.13

1.  Launch
2.  Review Act I from yesterday
3.  Watch introduction of My Fair Lady (the film)
4. Read Act II of Pygmalion by George Bernard Shaw
    4a.  Activity 2.6
    4b.  Class Discussion - Analysis and Applying Criticism
5.  Exit Ticket


Homework:  Feminist Criticism Study Guide

For your edification:  An interesting look at linguistics in the US

11.7.13

Objectives:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.

1. Launch:  How do these examples of white privilege relate to the three critical lenses we are studying?  Be specific, give examples, discuss with your peers.
2.  Review Ovid from yesterday
3. Read Act I of Pygmalion by George Bernard Shaw
    3a.  My Fair Lady/Pygmalion Reading Journal
    3b.  Class Discussion - Analysis and Applying Criticism
    3c.  Act I
4.  Exit Ticket: Quickwrite


Homework:

Based on what you have learned about the note taker and the flower girl, make two predictions about how their roles and situations might relate to Marxist and Feminist Criticism. 

11.6.13

Objective:
I can determine two or more central ideas of a text and analyze their development over the course of a text, including how they interact and build on one another to provide a complex analysis.

1.  Launch
2.  Introducing Pygmalion:
     2a.  Read Ovid
     2b.  My Fair Lady introduction
     2c.  Act 1 Pygmalion (Activity 2.5, page 97)
3.  Reading and Annotation
    3a.  My Fair Lady/Pygmalion Reading Journal
    3b.  Class Discussion - Analysis and Applying Criticism
4.  Quickwrite
4.  Exit Ticket 

11.5.13

Hello my wonderful scholars!
I'm so sorry I couldn't be with you today, I feel so terrible that we are missing a whole day of instruction together!  Please make use of this time, to work on your own edification...

1.  Review the notes from yesterday on Marxist, Feminist, and Archetypal Criticism.  What questions do you have about each of these lenses?  Can you think of examples in your own life, to which you could gloss these concepts?

2.  Check out 30 Must-See Photographs.  Trigger warning: some images are upsetting.
      2a.  NOTE:  I was there for #7, that was a gang-related stabbing outside my school last year.

3.  Follow the instructions on this worksheet.
      3a.  Make a copy and title it Firstname Lastname 2.2
      3b.  Complete the worksheet; you may work together, but each person should submit their own assignment.  Push each other for honest, self-reflective, respectful, and raw responses.

4.  Submit your assignments here.

11.4.13

“Compassion is not a relationship between the healer and the wounded. It's a relationship between equals. Only when we know our own darkness well can we be present with the darkness of others. Compassion becomes real when we recognize our shared humanity.” ― Pema Chödrön

Objective:
I can analyze the skills and knowledge necessary for success in this unit.

I can think critically about visual texts, and analyze the performativity of perspectives.

1.  Launch -- What kind of BIRD are you?
    1a.  Response Form

2.  Presentation:
   2a.  Unit Overview
   2b.  The Collective Perspective: Powerpoint for Notes
3.  Group Poster:
    3a.  Brainstorm about Essential Questions
    3b.  Predict what you think this unit is about.  Use the words or phrases that stood out to you when you read the Unit Overview and the Learning Focus
    3c.  Make poster -- what knowledge (what you need to know) or skills (what you must be able to do) will you gain during this unit?
4.  Exit Ticket:  Make poster!

Homework:

Read/watch this fascinating study.  Think about how these psychological take-aways might relate to our essential questions, particularly in terms of Marxist theory.
No written work, just ruminations!

p.s. Remember that Ms. G met the guy who ran this study last weekend at the Uncharted Conference!

11.1.13

Little Ms. G!

Objective:
I can participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

1. Launch:  Final prep/review notes
2.  Presentation:  Roles and Responsibilities
3.  Practice:
    3a.  Socratic Seminar
    3b. Outer Circle Task (protocol: Make a copy with your initials, share it with your partner)
4.  American Teenager Project -- finding out more
5.  Exit Ticket

10.31.13

Happy Halloween!!

You may be tiny now, but with a growth mindset, you can have a big roar!

Objective:
I can analyze the skills and knowledge necessary for success in this unit.

I can think critically about visual texts, and analyze the performativity of perspectives.

1.  Launch

    1a.  What's the story here?

    1b.  Response Form
2.  Presentation:
   2a.  Unit Overview
   2b.  The Collective Perspective: Powerpoint for Notes
3.  Practice:
   3a.  Take notes
   3b.  Group poster
   3c.  Share out
4.  Exit Ticket

Reminder:
Socratic Seminar is tomorrow!!!

10.30.13

Objectives:
I can work collaboratively with peers to have a discussion about class texts and materials.

1.  Launch
2.  Socratic Seminar Prep:  Putting Together Sources
   2a.  Make a copy of my document
   2b.  Name it: Firstname Lastname Stranger Socratic Prep
   2c.  Make sure you click "Anyone with the link" for the privacy settings
3.  Group Work
   3a.  Your peers are your greatest asset!  Ask three before me.
   3b.  Thought-partner with Ms. G, as necessary
   3c.  Time to prepare!
4.  Exit Ticket - Submission form


Our Socratic Seminar will be on Friday!!!!  You have today and tomorrow to finish preparing for it.  See me or call/text me with any questions :)

10.29.13

Objective:
I can analyze the background and history of a text.
I can analyze the theme's development over the course of a text through character, setting, and plot.
I can work collaboratively with peers to have a thoughtful discussion about class texts and materials.

1.  Launch

2.  Chunk 7 -- read whole class

    2a.  Circle the words "America" and "American."  

    2b.  Consider what the repetition of these words reflects about Baldwin's purpose and audience. 

3.  Chunk 8 -- read whole class

4.  Exit Ticket

Homework:

Write two more entries in your Double Entry Journal, focusing on the readings from yesterday and today. I will be checking for completion during class tomorrow. 

10.28.13

Objectives:

I can analyze a theme's development over the course of a text through character, setting, and plot.

I can analyze the difference in points of view of characters and audience or reader.

1.  Launch
   1a.  When you finish early, review your Double-Entry Journal for Stranger in the Village

2.  Reviewing Chunk 6
    2a.  Whole class reading
    2b. Answer the following questions at the bottom of your Double Entry Journal:

1. Content:  Discuss the new description of the village in which Baldwin is a stranger.  
2. How does Baldwin's diction advance his tone and/or theme?  
3. Craft:  Why is Baldwin's thesis presented in three sentences ( paragraph 14)?  What effect does the syntax of this paragraph have on the reader?

3.  Chunk 7 -- read in small groups

    3a.  Circle the words "America" and "American."  

    3b.  Consider what the repetition of these words reflects about Baldwin's purpose and audience. 

4.  Chunk 8 -- read whole class


Homework:
Socratic Seminar Prep
    

10.23.13

Objective:
I can write a narrative using real experiences, using effective rhetorical devices, and well-structured event sequences.


1.  Launch

2.  Presentation:
   2a.  How do I write a decent intro? Conclusion?

3.  Practice:
   3a. Make sure your document is entitled EA2 Reflective Essay Firstname Lastname
   3b.  Conferences with Ms. G to trouble-shoot
   3c.  Thought-partner with peers as needed

4.  Resources/Reminders:
   4a.  Reflective Essay Rubric
   4b.  Reminder of assignment (which is due TOMORROW by 8AM):  "Your task is to write a reflective essay that illustrates an event in which you or someone you know felt like a "stranger in the village" or was perceived as "strange" by some group.
   4c.  Student Exemplar

5.  Submission Form


Think you're done?  ...well, if you're in class, you're working!! Don't waste instructional time, use every second to make your essay exceptional.
Here are some tips:
    1.  Add dialogue
    2.  Add a quote from the text ("Stranger in the Village" or "Shooting an Elephant") -- reference your Double-Entry Journals for guidance
    3.  Add more sensory detail
    4.  Relate it to Cultural Criticism!

10.22.13

Objective:
I can write a narrative using real experiences, using effective rhetorical devices, and well-structured event sequences.


1.  Launch:
   1a.  Launch

2.  Presentation:
   2a.  Reflective Essay Rubric
   2b.  Reminder of assignment (which is due TOMORROW):  "Your task is to write a reflective essay that illustrates an event in which you or someone you know felt like a "stranger in the village" or was perceived as "strange" by some group.
   2c.  Student Exemplar

3.  Practice:
   3a. Make sure your document is entitled EA2 Reflective Essay Firstname Lastname
   3b.  Conferences with Ms. G to trouble-shoot
   3c.  Thought-partner with peers as needed

10.21.13

Objective:
I can write a narrative using real experiences, using effective rhetorical devices, and well-structured event sequences.


1.  Launch:
   1a.  Dialogue Practice
   1b.  Guiding Question:  How can I utilize dialogue in my Embedded Assessment, to improve it and better convey the feelings I want to express?

2.  Presentation:
   2a.  Reflective Essay Rubric
   2b.  Reminder of assignment (which is due WEDNESDAY):  "Your task is to write a reflective essay that illustrates an event in which you or someone you know felt like a "stranger in the village" or was perceived as "strange" by some group.
   2c.  Student Exemplar

3.  Practice:
   3a.  Reflective Essay Outline
   3b.  Reminder of pre-work completed already (template here)
   3c.  Work time and thought-partner with Ms. G (and peers)
   3d.  Make sure your document is entitled EA2 Reflective Essay Firstname Lastname

Checklist:

10.18.13

Launch:
Turn and talk to a partner about what your reflective essay will be about.  Be ready to share out your final topic.

Presentation:
Reflective Essay

10.17.13

Objectives:
I can understand the background and history of a text.
I can analyze a theme's development over the course of a text through character, setting, and plot.
I can write a narrative using real experiences, using effective rhetorical devices, and well structured event sequences.



1.  Launch
   1a.  Turn and talk - What do we know about the essay so far?  What questions do we have about the text?
2.  Announcements
   2a.  Gay-Straight Alliance
   2b.  College Essay-Writing Boot Camp
3.  Check-in about work completed in Ms. G's absence.
   3a.  Whip around - Activating Prior Knowledge
   3b.  Debrief questions
4.  Continue with Stranger in the Village
   4a.  Chunk 7
   4b.  Chunk 8
5.  Reflective Essay (Benchmark Performance Task)
   5a.  Previewing the Embedded Assessment 2
   5b.  Reminder of pre-work completed already (template here)
   5c.  Student Exemplar
6.  Exit Ticket

10.14.13

Objectives:

I can understand the background and history of a text.

I can analyze a theme's development over the course of a text through character, setting, and plot.



Hello my wonderful seniors!  I miss you guys today!  I am trusting you to be self-directed, so please make efficient use of your time.  We don't have a moment to waste, so try your best to work through Stranger in the Village on your own!

1.  Reread Chunk 5, which we read together.  This section is significant because it begins a shift in Baldwin's emotional reaction to is treatment as a "stranger."  The topic sentence of paragraph 11 begins the shift to his major argument about the black man and the American experience.

Answer the following questions in your Double-Entry Journal:
    1a.  Craft:  What is the effect of the syntactical structure of the last sentence in paragraph 9?
    1b.  Think about the sentence in paragraph 12:  "...the root function of language is to control the universe by describing it."  Make a text-to-self connection with this quote, and mark it in your Double-Entry Journal.
          i.  If you are struggling with what this means, consider that words have power, and the way we                 talk affects the way we view the world.
         ii.  Consider the effect of code-switching...why do we use different language in different                             situations and contexts?  What happens when we fail to code-switch effectively?
    1c.  Remember the example from Friday about Luis Rodriguez's book Always Running (white teacher's slur toward Chicana student).  Consider the last sentence in paragraph 12:  "What one's imagination makes of other people is dictated, of course, by the laws of one's own personality and it is one of the ironies of black-white relations that, by means of what the white man imagines the black man to be, the black man is enabled to know who the white man is."

2.  Read Chunk 6 (paragraphs 14-15), and answer the following questions [both aloud with your peers, and in your Double-Entry Journals]:
     2a.  Content:  Discuss the new description of the village in which Baldwin is a stranger.  Find a quote that exemplifies the shift in tone.
    2b.  Style:  How does Baldwin's diction advance his tone and/or theme?  Quote from the text to support your claim.
    2c.  Craft:  Why is Baldwin's thesis presented in three sentences (paragraph 14)?  What effect does the syntax of this paragraph have on the reader?  Be prepared to share out your thoughts on this paragraph, as we will discuss this aloud together.


Reminders:

• Benchmark tomorrow!  Be well rested, and Ms. G will bring treats!  I believe in you, and I'm proud of you!
• Whatever you haven't finished in class today will be homework.  My expectation is that you have read and annotated through paragraph 15, by class on Wednesday. 
• Come to my SAT prep club tomorrow after school!
• Friday is a minimum day, and you should come to my College Essay Writing Boot Camp afterschool!

10.11.13

Objective:
I can understand the background and history of a text.

I can analyze a theme's development over the course of a text through character, setting, and plot.

1.  Launch:
    1a.  Malala Yousafzai and the White Saviour Complex
    1b.  Response Form (when you finish, proceed to 2a)

2.  Reading "Stranger in the Village"
    2a.  Answer the questions in purple, in the Discussion Guide 
          (you started them yesterday, in your Double Entry Journals)
   2b.  Chunk 4 - Individual
   2c.  Chunk 5 - Whole class

3.  Use your Glossary to double-check words, in addition to using context clues.
4.  Exit Ticket

10.10.13

Objectives:
I can understand the background and history of a text.
I can analyze a theme's development over the course of a text through character, setting, and plot.

1.  Launch: Activating Prior Knowledge
2.  Reading "Stranger in the Village"
     2a.  Chunk #3 - Whole class
     2b.  Chunk #4 - In groups
     2c.  Chunk #5 - Whole class
3.  Use your Discussion Guide to pull out quotes for your Double Entry Journal (personal copy from template).
4.  Use your Glossary to double-check words, in addition to using context clues!
5.  Exit ticket:  Watch this video (Malala Yousafzai leaves Jon Stewart speechless) about cultural clashes going on in our world today!

10.9.13

Objectives:
I can understand the background and history of a text.
I can analyze a theme's development over the course of a text through character, setting, and plot.

1.  Launch:
   1a.  Stranger in the Village Photo Analysis
   1b.  Response Form
2.  Presentation:
   2a.  James Baldwin Background
   2b.  Notes
   2c.  Reading Guide (if you don't know a word, check it out!)
   2d.  Discussion Guide (questions to prompt your analysis!)
3.  Make your annotation journal!
   3a.  Make a copy of my Double Entry Journal with your full name.
          Ex: Sarah Gzesh Double Entry Journal
   3b.  Share it with me
4.  Activating Prior Knowledge
   4a.  Consider Orwell's "Shooting an Elephant."  How did that narrator feel?  What did he do?
5.  Reading Stranger in the Village, beginning on page 69 of your Springboard editions.
    5a.  Chunk 1 - Whole Class
    5b.  Chunk 2 - Mesa Groups
6.  Exit Ticket

Homework:
Read this article in The Atlantic Journal.