Hook Housekeeping Homework MONDAY Welcome back How was
Hook, Housekeeping & Homework MONDAY Welcome back! How was your weekend? Please take a few minutes and complete one of the 6 tasks in the packet I am handing out. HOMEWORK: Review your TEWWG excerpt writing
Past, Present, Future MONDAY Snow Days Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Work Time • Question 3 Prompts – MWIO Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Presentations • MWIO by Wednesday • TEWWG Summative Assessments • Written Literary Analysis of an Excerpt • Characters & characterization – The Dating Game!!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Presentations! Give me a blank (except for group names) scoring guide before you start. Each person should participate in the presentation of ideas in an organized manner Reference (physically & verbally) your visual and how images and ideas support the ideas you are presenting about the stages of Janie’s journey Share the statement of theme (meaning of the work as a whole) Share what single pivotal moment you selected (brief summary) Explain how and why it is pivotal to her psychological or moral development Relate how your selected moment supports or shapes the meaning of the work/theme Outcome: Plus/Delta Fill out and turn in your self/peer and presentation evaluation
Review & Release Fill out and turn in your self/peer and presentation evaluation – DUE TOMORROW Finish your MWIO for the novel TEWWG; note that you must record 2 AP Prompts, Have the MWIO completed by Wednesday. Tomorrow we will review writing: Thesis/claim Textual evidence COMMENTARY
Hook, Housekeeping & Homework TUESDAY Did you present yesterday? If not, see me now Have you turned in your self/peer and presentation evaluation? Do so now. Please take a few minutes and complete one more of the 6 tasks HOMEWORK: Review your TEWWG excerpt writing and other strategy sheets + MWIO by Wednesday
Past, Present, Future TUESDAY Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Presentations & Evaluations Unit 3: Longer Fiction – Their Eyes Were Watching God • Written Literary Analysis of an Excerpt - Review • MWIO by Wednesday • TEWWG Summative Assessments • Written Literary Analysis of an Excerpt • Characters & characterization – The Dating Game!!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Instruction: Review Reading Purpose: to practice our 3 step close reading ritual = read for details, what? – look for patterns, how and why? - come to a new understanding, so what? • Identify the specific textual details related to character, character perspective, and character motives • Explain the function of a character changing or remaining unchanged • Identify specific textual details that convey or reveal a setting • Explain the function of a significant event or related set of significant events in a plot. • Explain the function of conflict in a text Writing Purpose: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. What do you notice about the practices we have done? What do they have in common? Let’s look…
Instruction: Review • Chapter 1 Excerpt with Prompt: In the passage above from the opening of Zora Neal Hurston’s novel Their Eyes Were Watching God (1937), Hurston introduces the “porch sitters” as well as the protagonist, Janie. Read the passage carefully. Then write a wellorganized essay in which you discuss how the author introduces and begins to develop the characters of Janie Starks and the townspeople and their relationship. You may want to consider such literary elements as narrative perspective, diction, dialogue (including dialect), and figurative language. • • These sitters had been tongueless, earless, eyeless conveniences all day long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were gone, so the skins felt powerful and human. It was mass cruelty. A mood come alive. Words walking without masters; walking altogether like harmony in a song. • • Not literal, so? ? Like “machines” doing work, have no opinions/say – connotation “conveniences” = sounds as if they are “used” & used up, provided (device) service for someone else's’ comfort or ease Labors, hard working all day BUT no that work day is done they can be in charge of themselves – must feel a sense of power now (skins = metonymy = people) Shift (from what tone to what tone? ) Personification - A collective group now seen as seeking to cause pain Feeling of callousness now has “feet” to work and walk they have been worked and walked on all day No one is in charge of what they do or say Sets the reader up for what is to come (and you, the writer, on a paragraph about dialogue!)
• A string of questions conveys the town’s curiosity at Janie’s approach: “What she [Janie] doin’ coming back here in dem overhalls? Can’t she find no dress to put on? —Where’s dat blue satin dress she left here in? . . . What dat ole forty year ole ’oman doin’ wid her hair swingin’ down her back lak some young gal? ’” • • • The purpose of the dialogue is to show the reader the sense of curiosity and envy… …to set the tone of the book… …establishes Janie as a controversial character in the town. They have not seen her in quite some time so their judgements are based solely on observations. overalls usually deemed as work clothing, causal, dingy, definitely not a fancy dress, and unacceptable attire for marriage = illuminates judgment of Janie towards everything she does, down to her clothing [gone off with TC illus] Judged for past AND present matters, not just clothing but life choices They are more focused on her looks…shows the town’s ignorance because they are quick to judge her for her appearance and not her story… don’t know she has come back from burying the dead. …see she is not the same person as when she left… Foreshadowing the conflict she may have faced in the past. Hurston’s negative portrayal of the towns people lead the reader to sympathize with Janie, and gain a deeper understanding of her need to trust Phoeby. The reader questions why Janie deserves such scorn from the townspeople • "Humph! Y'all let her worry yuh. You • ain't like me. Ah ain't got her to study 'bout. If she ain't got manners enough to stop and let folks know how she been makin' out, let her g'wan!" • This shows how the townspeople still feel superior to Janie because she does not want them to know about her life, villainizing Janie in the eyes of the town, In addition, her losing her manners [referencing walking by them] illustrates that Janie has changed who she was and no longer conforms to that society’s norms. [so reader is set up to find out why] It could be inferred that if Janie had gone up they would’ve scrutinized [then? ] but they are judging her for not…. Judged regardless of her choices; they will always see something wrong with what she’s done.
Chapter 2 Excerpt with prompt: Carefully read the passage from Chapter 2 of Zora Neale Hurston’s novel Their Eyes Were Watching God (1937), a novel that narrates main character Janie Crawford's "ripening from a vibrant, but voiceless, teenage girl into a woman with her finger on the trigger of her own destiny. " Then write a well-organized essay in which you analyze how Hurston uses literary techniques and elements to convey the main character’s awakening. Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Select and use relevant and sufficient evidence to both develop and support a line of reasoning. • CLAIM: In the Chapter 2 excerpt from Zora Neale Hurston’s Their Eyes Were Watching God, Hurston’s use of figurative language and imagery reveal Janie Crawford’s discovery of her own sexuality. • POINT/TOPIC SENTENCE: In this section, Hurston introduces the pear tree as a metaphor for Janie’s life and her hopeful thoughts on the union of marriage. • TEXTUAL EVIDENCE/ILLUSTRATION: At the age of 16, the pear tree “called her to come gaze” upon its mysterious transformation from “barren brown stems to glistening leaf-buds. ” (10) • What is the figure of speech? How is being used? What are the connotations behind words like “called” and “gazed”? • What images are conveyed? What senses are touched? What are the implications behind “barren brown stems” vs. “glistening leaf-buds”? What does this represent (inherent qualities) vs. what might they represent here? • TEXTUAL EVIDENCE/ILLUSTRATION: Experiencing the “alto chant of the visiting bees” and “the gold of the sun and the panting breath of the breeze, ” she expresses her first wish: “Oh to be a pear tree… with kissing bees singing of the beginning of the world” (11). • What figures of speech are used? What images are conveyed? What senses are touched? How are they being used? What is the purpose and effect? What are the connotations behind words like “chant” or “gold” or “panting”? • What are the implications behind “Oh to be a pear tree”? What about “kissing bees singing of the beginning of the world”? • CONCLUSION:
Chapter 6 Excerpt with Prompt: The excerpt above is from Chapter 6 of Zora Neale Hurston’s novel Their Eyes Were Watching God (1937). In the passage, Hurston describes the change that occurs for Janie after her second husband Joe slaps her. In a well-organized paragraph, analyze how Hurston uses literary techniques to reveal this character’s new understanding and change. Chapter 6, Pages 67 -68, Starts: “She wasn’t petal open…” Ends: “…suddenly she knew not to mix them. ” What makes this a key passage? • represents a pivotal moment in her relationship with Joe Starks and, therefore, foreshadows a shift in the plot • examines the questions: What is happiness? Are we able to be in command of our own happiness or is it out of our control? What role does gender have in structuring relationships? How should power in a relationship be distributed? • uses the plant motif (to represent the loss of love between them); use of fig lang & imagery What is its purpose? • To show the loss of love between Joe and Janie; to show the disintegration of the relationship, moving from denigration to physical abuse • To show a realization: she had never really shared her “true self” with him What is its effect? • Effect of slap is realization of that she no longer holds Jody in high esteem; he no longer represents her dream • Reader may be shocked by intensity of action for burned dinner; realizes the true dissolution • foreshadows a shift in the plot How is this achieved? • Motif • Detail – Diction - Imagery • Foreshadowing How does this passage support the meaning of the work as a whole? • Has still not found true love and is not living for herself - Janie’s journey will continue
Chapter 9 Excerpt and Prompts: to practice close reading by annotating the text for imagery and figurative language to get a sense of tone and mood 1. IMAGERY Janie “starched and ironed her face, ” which evokes an image of flattening it out. It appears that Janie is taking all of the emotions out of her face, hiding them for the funeral, making her face “like a wall of stone and steel” that is a barrier to the emotions she has going on underneath its “veil. ” She does not want the others to see her true emotions; she has to play the role of the grieving wife when in truth she feels a sense of freedom. 2 SYNTAX) Hurston uses fragments such as “Finish. End. Nevermore” prior to contrasting what is going on outside at the funeral and inside her “expensive black folds” where there is “resurrection and life. ” Even though the imagery found within these fragments is negative and associated with ‘the end, ’ Hurston’s juxtaposition of these ideas with “resurrection and life” reveal that this end is a positive one for Janie—one of renewal, rather than sorrow. The synonyms as one word “sentences” communicate the finality of and realization behind this experience for Janie and, therefore, for the reader. 3 PERSONIFICATION) Lonesomeness appears to represent Janie’s conversation with herself. As she would “lie awake at night asking lonesomeness some questions, ” she is looking for answers about who she is. She goes on to question what she will do next and, in the meantime, realizes she doesn’t want to find her mother and actually hates her grandmother—lonesomeness allows Janie to come to these realizations. Lonesomeness personified distances Janie again from the town; it is her one companion. 4 METAPHOR) The “journey to the horizons” seems to represent Janie’s future as she looks forward to it. This future includes a “search of people” and, because the horizon evokes an image of the sun, it has a positive connotation of hope and happiness. 5 DICTION: words “pinched, ” “little bit of a thing, ” and “tight enough to choke her” = harsh images, Janie almost spitting words after realization; “horizon, ” her future = small, insignificant and difficult to realize. 6 CONTRASTS: Hurston = Nanny = “other kind” - did not look at the large possibilities but at “scraps. ” Using the words “other” and “but” show contrasts - Janie’s ideas of the horizon and love (something special to share) versus Nanny’s (something arranged). 7 IMAGERY: “Angels, ” “glittered and hummed, ” “sparks, ” “shine, ” and “song” are all images associated with light. “Jealous, ” “chopped, ” “beat him down to nothing, ” “lonesomeness, ” “mud, ” and “deaf and dumb” = negative images associated with evil or darkness (mythological/beginning of time story) 8 IMAGERY: Janie “tried to show her shine. ” Like Man, referred to in these lines Janie still has “sparks” of hope - even though beaten down like property vs. a young woman & silenced, wants to pursue her dreams and ideal of love. 9 EFFECT STRUCTURE/SHIFTS: As if author shifts from inside Janie’s mind to the reality of the day – realizations of past and present 10 TONE SHIFTS: chunk 2 lonesomeness = negative - Janie lies awake, thinking - about realized hatred toward Nanny = another negative. However, by end of passage, Janie likes change = attitude about lonesomeness seems to have shifted, accepts being with herself, alone; it’s different and okay.
Activity: Review Practice AP EXAM FREE RESPONSE QUESTIONS 1. POETRY – literary elements & techniques 2. PROSE FICTION EXCERPT- literary elements & techniques • remember the multiple choice practice from 1988; consider if it was a free response instead 3. LITERARY ARGUEMENT: NOVEL/PLAY – meaning of the work as a whole • 2013 Coming-of-Age + group selections from 1970 -2013 Here’s what you might experience for FRQ 2 • The excerpt is from Chapter _______, pages ____ to _____, in Zora Neale Hurston’s novel Their Eyes Were Watching God (1937). In this passage, Hurston presents a pivotal moment in the main character’s psychological development. Re-read the passage carefully. Then, in a well-written essay, analyze how Hurston uses literary elements and techniques to convey the main character’s understanding of her place in the world and the importance of this recognition. Now, you try PIEE Chart (handout)
Activity: Review Practice 1 Writing Purpose: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Using your group’s selected passage, complete the prompt and chart You must have at least 2 illustrations for a body paragraph that would be in an entire essay. • The excerpt is from Chapter _______, pages ____ to _____, in Zora Neale Hurston’s novel Their Eyes Were Watching God (1937). In this passage, Hurston presents a pivotal moment in the main character’s psychological development. Re-read the passage carefully. Then, in a well-written essay, analyze how Hurston uses literary elements and techniques to convey the main character’s understanding of her place in the world and the importance of this recognition. • Now, individually, try this one
Review & Release Did you present your TEWWG Journey? Did you turn in your self/peer and presentation evaluation? Finish your MWIO for the novel TEWWG; note that you must record 2 AP Prompts, Have the MWIO completed by Wednesday. Tomorrow you will have a writing assessment of literary techniques used an excerpt • Thesis/claim • Textual evidence • COMMENTARY
Activity: Review Practice 2 Using a new excerpt and prompt, complete the chart below. You must have at least 2 illustrations for a body paragraph that would be in an entire essay. • The excerpt is from Chapter 20, pages 182 to 184, in Zora Neale Hurston’s novel Their Eyes Were Watching God (1937). In this passage, Hurston concludes her novel with the main character, Janie, finishing her story to her friend, Pheoby, and then going inside to her room for the night. Re-read the passage carefully. Then, in a wellwritten essay, analyze how Hurston uses literary elements and techniques to portray Janie’s attitude at the end of the novel and to bring closure to her journey. TURN THIS IN
Coming Soon… • • Writing - Conjunctions Written Summative Dating Game (Thurs/Mon Literature Circle Novels (Fri)
Hook, Housekeeping & Homework WEDNESDAY Turn your MWIO for TEWWG into the front basket NOW If your name is on the board, you still need to complete something regarding the TEWWG Journey project & presentation. • Fin. A. = If it is to finish the assessment, the un finished ones are on the side table for you take, complete, and re-turn in to me ASAP. • A = If I don’t have your self/peer assessment, get it to me now. • P = If it is to present, double check with me for when that is scheduled. Period 2 Survey Consent! HOMEWORK: Complete your Characterization sheet for The Dating Game for tomorrow. You ASSIGNED character is written or circled in red. This works much better if you do not share who you are assigned.
Past, Present, Future WEDNESDAY Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Presentations & Evaluations • Written Literary Analysis of an Excerpt – Review 2 of 6 Tasks Completed for Conjunctive Adverbs & Compound Sentences Unit 3: Longer Fiction – Their Eyes Were Watching God • MWIO by Wednesday (today) • Written Literary Analysis of an Excerpt • Conjunctive Adverbs & Compound Sentences • TEWWG Summative Assessments • Characters & characterization – The Dating Game!! • New Novels
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Activity: Summative Assessment Directions + PIEE Chart and Review Model 1. Write a defensible claim as if you were being graded on a full 40 -minute essay (indent) 2. Follow that claim with one well-organized paragraph that supports your claim and addresses your first line of reasoning (indent) 3. Start with a topic sentence that makes a point about your claim (1 st reason) 4. Follow this with textual evidence • Incorporate this evidence seamlessly and punctuate correctly 5. Then, explain and elaborate (how does this evidence support your point) = commentary 6. You must include at least one more piece of textual evidence and explanation/elaboration = commentary 7. Finally, include a concluding sentence that ties all of your ideas in this paragraph together. • Make sure to save time to check that you have used appropriate usage and punctuation in communicating your argument – See Scoring Guide
Activity: Summative Assessment 1. Read annotate the prompt 2. Briefly/quickly re-familiarize yourself with the text (NO vocab. look up) 3. Read closely and annotate the text • details based on the prompt – patterns – new understanding 4. Write a rough thesis / claim 5. Annotate your annotations – star, number, arrow an outline what details you will use in what order to prove your claim 6. Write your thesis neatly and clearly (indent like it is its own mini-paragraph) 7. Write your paragraph (indent) • Stop periodically and re-assess 8. Proofread! AND double check your claim – Double check your evidence and how well you incorporated it 9. Staple & Turn in = Writing – Scoring Rubric facing up – PIEE
Model Claim & Paragraph 1 With narrative perspective, connotative diction, contrasting details, and varied syntax, Charlotte Perkins Gilman reveals how a woman might be thrown out of balance by oppressive societal norms and traditional gender roles. In the opening excerpt of the short story, the first person narration, while limiting, establishes a benevolently controlling, almost condescending, relationship. The narrator explains that, when she questions why their newly rented house is so inexpensive and has been empty for so long, her husband “laughs at [her], of course, but one expects that in marriage” (1). Through the narrator’s/wife’s point of view, it is suggested that her husband does not take her seriously. The irony presented, that a wife might be laughed at by her spouse for a seemingly reasonable inquiry, establishes for the reader a disconnect that exists in this relationship. She has given into what must be the roles within a marriage; men are powerful and knowledgeable, and women are weak and lack understanding. Also, the use of the indefinite (impersonal) pronoun “one, ” shows her pragmatic acceptance of the situation. In fact, the reader does not know her name; they, too, feel the lack of identity that this woman feels. In this same opening section of the story, the narrator’s illness is revealed. She explains that “John says the very worst thing I can do is to think about my condition… So I will let it alone and talk about the house” (1). Here, in contrast, her husband shows an interest in her health and well-being, but it is still an authoritative voice, telling her to be passive. Once again, this emphasizes the easy submission of the narrator to her husband’s will. Then, with the ellipses, she interrupts her reflections on her “condition” to abruptly change the subject to that of the house. She does not appear to have any argument, or else has curbed her disagreement to fight against his desire, allowing him to dictate how she should handle her own physical and mental state. This helps the reader begin to see her brooding, uneasy feelings. By conveying the story through the eyes of the wife, Gilman, who wrote this in 1899, can explore the negative effects of oppression in an era lacking gender quality. (250 -350)
Model Claim & Paragraph In the Chapter 2 excerpt from Zora Neale Hurston’s Their Eyes Were Watching God, Hurston’s use of figurative language, imagery, and contrasting perspectives reveal Janie Crawford’s discovery of her own sexuality. In this section, Hurston introduces the pear tree as a metaphor for Janie’s life and her new, hopeful thoughts on the union of marriage. At the age of sixteen, the pear tree “called her to come gaze” upon its mysterious transformation from “barren brown stems to glistening leaf-buds” (10). The personification of the pear tree, beckoning Janie, introduces the enticement and intensity that comes with the natural process of growth. Janie, too, is but a “bud” in spring; she is young and not yet full of the life experiences of womanhood. Thus, this passage represents a pivotal moment for the protagonist; she is becoming aware her own development from girl to woman. The tree mirrors not only her own body’s development, through puberty (“barren brown” to “leaf-buds”), but her desire to grow and explore, to “gaze” on the possibilities of life. Experiencing the “alto chant of the visiting bees” and “the gold of the sun and the panting breath of the breeze, ” she expresses her first wish: “Oh to be a pear tree… with kissing bees singing of the beginning of the world” (11). This natural experience, the low, repetitive song of the bees and warmth of the sun, deeply stimulates Janie’s senses and, in turn, the reader’s. She is experiencing a sensually intoxicating epiphany of mind and body. Her concept of marriage is conceived through the consummation of bees pollinating the pear tree blossoms. Janie wants to experience the same relationship that she sees, one of harmony and intensity, a relationship that is not only symbiotic but an intense synergy. She yearns for her life to be filled with this natural passion. Seeming like the creation of humankind itself, “the beginning of the world, ” the reader senses that Janie is about to experience a beautiful and momental shift in her life and is excited for this new beginning. The pear tree represents Janie’s awakening to an ideal relationship, one where love is an effortless union of individuals.
Review & Release Did you staple & turn in your written assessment with prompt & excerpt? Writing – Scoring Rubric facing up – PIEE HOMEWORK: Complete your Characterization sheet for The Dating Game for tomorrow. You ASSIGNED character is written or circled in red. This works much better if you do not share who you are assigned. Complete for tomorrow (Thursday)
Hook, Housekeeping & Homework THURSDAY Please take a few minutes and complete one more of the 6 tasks You should have 3 completed after this. Period TWO – Place your Character Analysis in the basket (regardless of how complete it is). Make sure your name is on it, so I can quickly sort them! If you were gone yesterday, you need to arrange a time for make-ups + pick up the assignments from yesterday/last night + turn in your MWIO for TEWWG to me now. HOMEWORK: Prep for the game!
Past, Present, Future THURSDAY Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Presentations & Evaluations • Written Literary Analysis of an Excerpt – Review • Turn in you MWIO and take the Summative Written Analysis 2 of 6 Tasks Completed for Conjunctive Adverbs & Compound Sentences • Conjunctive Adverbs & Compound Sentences • TEWWG Summative Assessments • Characters & characterization – The Dating Game!! • New Novels • Then, back to poetry and short fiction!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Instruction: Obtain Purpose: to demonstrate knowledge and understanding of the novel’s plot, setting, and characters by synthesizing your understanding of the characters (Janie, Nanny, Logan, Joe, Teacake) their relationships, personalities, motivations, etc. Tasks: Prep ideas for The Dating Game 1. Take a look! • The Dating Game October 1, 1967 With Donna Harris • • https: //www. youtube. com/watch? v=t 1 xtx. Udal. EU Bat. Girl on The Dating Game [1967] • https: //www. youtube. com/watch? v=q 3 jy 7 JLWw. NI • The Dating Game ABC Daytime 1967 Jim Lange • https: //www. youtube. com/watch? v=2 n. CE 85 i. Kk. QI • The Dating Game Arnold Schwarzenegger 1973 • https: //www. youtube. com/watch? v=r. CH 3 w_Lnm. HE 2. Grab a handout and get in your character group 3. Examine the handout/ Questions? Outcome: Be prepared to be a contestant (or audience member) tomorrow!
Review & Release • Questions? Homework: Make sure your individual Character Analysis AND “The Dating Game” sheet is complete! • Extension Points: Dress up and act as your assigned character (+fill in the doc)!
Hook, Housekeeping & Homework FRIDAY Finish with Fun on a Friday! If you were absent yesterday , see me now for you assignment! Are you ready to play The Dating Game? ! Take a few minutes to prepare: • Staple your Prepare to Play sheet on top of your Character Analysis so it is ready; keep in mind, the host will use what you wrote on your sheet to introduce you! • See the front board for “rounds” • Did you dress as a character? Make sure you filled in that section of your sheet. PERIOD 1: Make-up Presentation 1 st HOMEWORK: Rest and relax
Past, Present, Future FRIDAY Unit 3: Longer Fiction – Their Eyes Were Watching God • Janie’s Journey & Pivotal Moment – Presentations & Evaluations • Written Literary Analysis of an Excerpt – Review • Turn in you MWIO and take the Summative Written Analysis • Characters & characterization – The Dating Game – Prepare to Play 2 of 6 Tasks Completed for Conjunctive Adverbs & Compound Sentences • Finish with fun – TEWWG =The Dating Game • Be a contestant! Dress the part & Act the part • New Novels • Then, back to poetry and short fiction! • Returns? !
Life Is a Journey: TEWWG Standard 1 Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals Objectives: • to synthesize your understanding of the characters (Janie, Nanny, Logan, Joe, Teacake) their relationships, personalities, motivations, etc. • To demonstrate knowledge and understanding of the novel’s plot, setting, and characters, including explaining the narrative technique of frame narration Relevance: • What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others. Essential Questions: • What is happiness? Are we able to be in command of our own happiness or is it out of our control? • What is significant in developing our psychological and moral growth? What kinds of experiences lead to the discovery of selfidentity? • What role do gender, class, race, or society have in structuring relationships? How should power in a relationship be distributed? • How are we defined or represented by our surroundings? • How does language shape meaning? What purpose and effect do literary devices and stylistic techniques serve in creating meaning?
Activity: Apply You Do Purpose: to demonstrate knowledge and understanding of the novel’s plot, setting by synthesizing your understanding of the characters (Janie, Nanny, Logan, Joe, Teacake) their relationships, personalities, motivations, etc. Tasks: Play the game! • Round 1 = 10 minutes • Bachelorette in hall Bachelor contestants are introduced as 1, 2, and 3 • Bachelorette enters, is introduced and asks a question and each bachelor has 20 seconds (max) to respond • Rounds 2 -5 = same, but a new Bachelorette and Bachelors! Outcome: Pick a Bachelor and … big reveal! And the lovely couple receives… Studio Audience Judges? !
Life Is a Journey: TEWWG Standard Colorado Academic Standards 1. Oral Communication & Listening, 2. Reading for All Purposes, 3. Writing & Composition Objective: to read closely to determine what the text says explicitly and to make logical inferences from it, citing specific evidence to support conclusions drawn from the text. • Analyze key passages within the novel for content and style (use of language/literary devices that create voice) • Identify and synthesize key passages in the novel and how they contribute to the meaning of the work as a whole Relevance: • What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others. • Reading about the development and growth of others, their journey through life, invites us to reflect upon ourselves, our experience and values, and upon our relationship to the world. Essential Questions: • What is happiness? Are we able to be in command of our own happiness or is it out of our control? • What is significant in developing our psychological and moral growth? What kinds of experiences lead to the discovery of self-identity? • What role do gender, class, race, or society have in structuring relationships? How should power in a relationship be distributed? • How are we defined or represented by our surroundings? • How does language shape meaning? What purpose and effect do literary devices and stylistic techniques serve in creating meaning? TIME TO RETURN THE NOVEL!
Review and Release Staple your Prepare to Play sheet on top of your Character Analysis and TURN IT IN! Make-up assignment (judges/studio audience) due no later than Monday!
• https: //www. english-grammar-revolution. com/subordinating-conjunction. html
Grammar Games • https: //www. teachwriting. org/612 th/2018/2/25/grammar-games-for-the-secondary -classroom • https: //sites. google. com/a/durango. k 12. co. us/mrs-jordan-s-websites/ap-englishliterature-and-composition/literature-circles
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