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