Scholars English I Week 6 Lesson Plans Bell

Scholars English I Week 6 Lesson Plans

Bell Ringer Marji connects what she read with what she sees in her life. Her favorite author Ali Ashraf Darvishian, wrote about exploited kids, this relates to Karl Marx’s ideas about the exploitation of the working class by the bourgeoisie.

Bell Ringer Marji’s maid Mehri cannot date a neighbor because he is a member of a different social class when Marji’s father tells him this. The boy does not hesitate to break up with Mehri. The scene highlights, the rigid social structures of Iranian society.

Bell Ringer All nationalists have the power of not seeing resemblances between similar sets of facts, a British Tory will defend selfdetermination in Europe and oppose it in India with no feeling of inconsistency. Actions are held to be good or bad, not on their own merits, but according to who does them, there is almost no kind of outrage--torture, the use of hostages, forced labour, mass deportations, imprisonment without trial, forgery, assassination, the bombing of civilians --which does not change its moral colour when it is committed by “our” side.

What’s next? 12 13 14 15 16 Columbus Day Word Forms Marxism in Persepolis Prepare 3 Levels of Questions Revise 3 Levels of Questions tone word: grave “The Letter” 19 20 21 22 23 Discussion Norms Begin Fishbowl Fishbowl 26 27 28 29 30 Fishbowl 12 CRJs due

What’s next for Scholars Freshmen? November 4, 3: 00: University of Chicago Summer Programs for Scholars November 12: Read The Color of Water.

Speaking and Listening A-B Propels conversation by listening closely and asking/answering questions. Actively brings others into the discussion (when necessary).

Now let’s read. 1. How does Orwell define nationalism? 2. What is his message about nationalism? 3. What seems to be Orwell’s attitude--or tone-about nationalism? Which specific examples or word choices (diction) support this?

Let’s re-read. 3 Levels of Questions 5 -6 Level 1: Surface level answers 5 -6 Level 2: Require inferencing, digging deeper 1 -2 Level 3: Connect to bigger concepts (e. g. , Marxism, Orwell’s ideas of nationalism, APHG)

Now let’s read. What evidence from “The Letter” suggests that Satrapi was influenced by Marxist ideas? What message is she trying to deliver in “The Letter”? How do tone and/or diction help her make this point?

Reading Analytically A-B The student makes note of authors’ style choices (tone, diction, syntax, etc. ) and begins to comment on the impact of those choices (i. e. , how an author’s choices impact the reading).

Message Tone Diction Fig. Language Imagery Syntax

grave: very serious, heavy, consequential The first signs of global warming are now clearly visible. Rubbish canneed be recycled. We urgently to limit Nature cannot. greenhouse gas emissions.