1.31.14

Objectives:
I can make inferences, evaluate evidence and conclusions, detect underlying assumptions, and see relationships within a text.
I can write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1.  Launch
2.  Finish Act II, scene iii
      2a.  Utilizing Language for Academic Argument: Defend, Challenge, Qualify
3.  Character Map
4.  Reread the following scenes:
    4a.  Act II, scene i
    4b.  Act II, scene iii (part 1)
    4c.  Act II, scene iii (part 2)
5.  Partner Prompt/Work
    5a.  Set the scene:  What has happened before this speech?
    5b.  Paraphrase the speech (Put the speech in your own words)
    5c.  What is the significance of the speech in the plot of the drama?
    5d.  What about Iago's character is revealed in the speech?
6.  Exit Ticket: Submission Form

Optional:
Othello Grumpy Cat Meme Contest

• All entries must be handed in by February 7th
• Must be school appropriate
• Must make reference to Shakespeare or Othello
• Must be ORIGINAL
• You can work with a partner
• You can enter more than once (MAX 5)
• ENTER TO WIN HERE

1.30.14

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

1.  Launch
2.  Review Act II, scene i
      2a.  Utilizing Language for Academic Argument: Defend, Challenge, Qualify
3.  Character Map
4.  Read Act II, scene ii
     4a.  Comprehension Questions II
5.  Exit Ticket

Continual questions:
      i.  What does the Moor symbolize?
      ii.  Contact = conflict; give an example from your own life
      iii.  How does imaginary or theatrical space function differently than 'real life'?  What purpose does art serve in society?
      iv.  "Artists have a particular ability, and even responsibility, to show us the affects of alienation." Defend, challenge, or qualify my assertion

1.29.14

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

1.  Read definition of Characterization
2.  Vocabulary:
     2a.  bigotry
     2b.  interpellation
3.  Review the first half of Act II, scene i
      3a.  Utilizing Language for Academic Argument: Defend, Challenge, Qualify
4.  Continue reading Act II, scene i
     4a.  Comprehension Questions
5.  Exit Ticket:  Act II, scene i, lines 108-179

Continual questions:
      i.  What does the Moor symbolize?
      ii.  Contact = conflict; give an example from your own life
      iii.  How does imaginary or theatrical space function differently than 'real life'?  What purpose does art serve in society?
      iv.  "Artists have a particular ability, and even responsibility, to show us the affects of alienation." Defend, challenge, or qualify my assertion

1.28.14

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. 
• I can provide an objective summary of the text, and effectively code-switch between different lexicons.
• I can write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

"Perhaps travel cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try and understand each other, we may even become friends."
Maya Angelou 

1.  Launch (and submission form for HW)
2.  Vocabulary:
     2a.  assimilation
     2b.  interpellation
3.  Review A Historical Look at the Moor:
      3a.  Utilizing Language for Academic Argument: Defend, Challenge, Qualify
      3b.  What does the Moor symbolize?
      3c.  Contact = conflict; give an example from your own life
      3d.  How does imaginary or theatrical space function differently than 'real life'?  What purpose does art serve in society?
      3e.  "Artists have a particular ability, and even responsibility, to show us the affects of alienation." Defend, challenge, or qualify my assertion
4.  Act II, scene i (up to page 8)
     4a.  Reading Journal
     4b.  Questions to consider:  Act II, scene i, lines 108-179
            How are women referred to in the text?  What is the tone?  What assumptions from feminist criticism can you apply?
5.  Exit Ticket: Check in with your group vis a vis Writing Prompt

[natal alienation] -- POC (person of color) is born into a position in society where they aren't considered a real "person;" that, since birth (natal), they are alienated from the rest of society; the emotional and social implications/effects thereof are profound
What does it mean to be a slave?
1.  being subject to unlimited violent coercion
2.  being subject to systematic social dishonor and degradation
3.  being subject to "natal alienation," meaning being isolated from the protections and support provided by kinship and community, with only one socially recognized relationship -- that of the slave to his owner/master.

1.27.14

Anti-mimesis is a philosophical position that holds the direct opposite of Aristotelian mimesis. Its most notable proponent is Oscar Wilde, who opined in his 1889 essay The Decay of Lying that, "Life imitates Art far more than Art imitates Life".  In the essay, written as a Platonic dialogue, Wilde holds that anti-mimesis "results not merely from Life's imitative instinct, but from the fact that the self-conscious aim of Life is to find expression, and that Art offers it certain beautiful forms through which it may realise that energy."

1.  Launch: Musings on Alienation
2.  Vocabulary:
     2a.  stereotype
     2b.  alien(ation)
          i.  [natal alienation] -- POC (person of color) is born into a position in society where they aren't considered a real "person;" that, since birth (natal), they are alienated from the rest of society; the emotional and social implications/effects thereof are profound
          ii.  see below, re: what it means to be a slave (and think about our discussions of consent)
3.  Language for Academic Argument: Defend, Challenge, Qualify
     Homework:  Practice:  Defend, Challenge, Qualify
4.  Finish reading A Historical Look at the Moor
    4a.  Review:  "Audiences and dramatists were drawn to the Moor as a [arche]type because the character provided a way to examine some of the most difficult questions of division and alienation" (d'Amici 213).
    4b.  What are the particular valences (qualities of) theatrical spaces that allow us to examine truths in a vulnerable and cathartic way?  In other words, why can we confront issues about race and alienation in a play, but not in real life?
    4c.  closed national identity vs the need for interaction
    4d.  traditional definitions of Western norms and of those who deviated from them -- exploration and exploitation
5.  Plan out your Writing Prompt
6.  Exit Ticket: Submission Form for Act I Reading Journal

What does it mean to be a slave?
1.  being subject to unlimited violent coercion
2.  being subject to systematic social dishonor and degradation
3.  being subject to "natal alienation," meaning being isolated from the protections and support provided by kinship and community, with only one socially recognized relationship -- that of the slave to his owner/master.

1.24.14

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. 
• I can provide an objective summary of the text, and effectively code-switch between different lexicons.
• I can write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

1.  Launch
    1a.  Thoughts on consent:  "Only 'yes' means 'yes.'"

2.  Act I, scene iii review
3.  A Historical Look at the Moor:  Reviewing Historical Criticism
     2a.  Paraphrasing the assumptions
     2b.  Reading the article
4.  Writing Prompt
5.  Reading Journal for Act I due MONDAY
6.  Timed Write on Alienation

IF YOU HAVE BEEN ABSENT OR TARDY:

You are assigned to Homework Center with Ms. G, at 7:15am in the morning, to get all caught up. 

1.23.14

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; I can provide an objective summary of the text, and effectively code-switch between different lexicons.

1.  Launch
    1a.  Thoughts on consent:  "Only 'yes' means 'yes.'"

2.  Act I, scene iii -- Code-switching lexicons!
    3a.  What is Brabantio's accusation?  What is Othello's riposte (response?)
    3b.  Start on page 7 (before Desdemona and Iago enter)
2.  A Historical Look at the Moor:  Reviewing Historical Criticism
     2a.  Paraphrasing the assumptions
     2b.  Reading the article
     2c.  Writing Prompt
4.  BBC Othello
5.  Exit Ticket

Man tries to hug wild lion -- you won't believe what happens next!

IF YOU HAVE BEEN ABSENT OR TARDY:

You are assigned to Homework Center with Ms. G, at 7:15am in the morning, to get all caught up. 

1.22.14

This photograph is of an Iraqi girl in an orphanage.  She missed her mother, so she drew her, and fell asleep inside her. 
How do you use creative catharsis to make a safe space for yourself?

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; I can provide an objective summary of the text, and effectively code-switch between different lexicons.

1.  Launch

2.  A Historical Look at the Moor:  Reviewing Historical Criticism
     2a.  Paraphrasing the assumptions
     2b.  Setting a purpose for I, iii
3.  Act I, scene iii -- Code-switching lexicons!
    3a.  Shakespearian English; Modern English; San Jo' street slang
    3b.  Pause on page 3 (before Brabantio, Othello, Iago enter)
    3c.  Pause on page 8 (before Desdemona and Iago enter)
4.  BBC Othello
5.  Exit Ticket

For your enjoyment/edification/etc:  If Shakespeare Had Written Star Wars

1.21.14

The Moorish Chief

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

1.  Launch
2.  Review Act I, Scene i
    2a.  Othello Cartoon Review
3.  Read Othello Act 1, scene ii - iii
4.  Read and Annotate -- Reading Journal
5.  Exit Ticket

Extra:  Shakespearean Insult Generator

Homework:
Make sure you've finished A Father's Request, and submitted it here.

1.17.14

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

1.  Launch
2.  Othello Act I, Scene i
3.  Read and Annotate -- Reading Journal
4.  Review Scene -- A Father's Request
5.  Exit Ticket

Extra:  Shakespearean Insult Generator

HOMEWORK:  Finish your Othello Webquest by Tuesday!

1.16.14

“It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity.” W.E.B. DuBois

Objective:  I can collect background information for a text in order to help construct meaning.

1.  Launch
2.  Review of Double Consciousness
      2a.  How others look at you
      2b.  How you look at yourself
      2c.  How you look at others
3.  Timed Write
4.  Group Webquest
5.  Whole class share out
6.  Exit Ticket

1.14.14

Objective:
I can understand the goals and essential questions from our new unit.

1.  Launch
2.  Othello Trailer
     2a.  What are your predictions about this unit?  Do you think you will like it? Why or why not?
3.  Presentation on Unit 3: The Evolving Perspective
    3a.  Powerpoint
4.  Previewing Nicholas Powers
     4a.  Excerpt from The Ground Below Zero
     4b.  Life as a Target
     4c.  More writing at The Indypendent
5.  Double-Entry Journal
     5a.  Make a copy
     5b.  Rename it Firstname Lastname Double-Entry Journal
     5c.  Change privacy settings to "Anyone with the Link"
6.  Exit Ticket

1.13.14

Hello, my lovely seniors!  Ms. G spent her birthday sick in bed, much like this cute kitten:

Today, as a result of class consensus, you have more time to work on your Anxious Masculinities Double Entry Journal.  Please have at least ten entries (as opposed to the two I specified on Friday), and feel free to work together and discuss as you go...remember, group work is an opportunity for colloquy!

Read the article on how Masculinity Fails Men (the article from Friday).
Alternately, you may read Scared White Men : What Anxious Masculinity Has to do with the Death of Trayvon Martin; this article lends itself to archetypal and cultural criticisms as well (they're all interconnected!).

My expectation is that you are constantly pushing yourself to think critically, engage with the material, and relate it to your own life.  Relate to the world, relate to other texts (literary, visual, filmic) that you have read/seen.

At the end of class, please submit your journal here (leave yourself about five minutes to complete the question on the submission form).

Call/text with questions, and remember that you can always come to Homework Center tomorrow morning at 7:15am!

1.10.13

Ewwww, don't show love or affection toward me!!! 

I'm too masculine to acknowledge my need for validation and emotions!

1.  Launch
2.  Patriarchy -- "Patriarchy is America's default setting, where men have all the positions of power and privilege."
3.  Masculinity definition
4.  What society does to young men video
5.  Breaking News: Blossoming girl turns into beautiful object -- "Turning a human being into an object is the first step in justifying violence against that person."
6.  Read article about masculinity and fill out double entry journal
7. Exit ticket