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.