SL5 1.2

DO NOW: Reflect in writing in a google doc on the following quote.

“Hello babies. Welcome to Earth. It's hot in the summer and cold in the winter. It's round and wet and crowded. On the outside, babies, you've got a hundred years here. There's only one rule that I know of, babies-God damn it, you've got to be kind.”

Objectives: annotate and analyze a literary passage; identify literary devices and fundamental plot elements in Slaughterhouse-Five.

Agenda:
1. do now
2. First reactions?
3. Close reading passages- annotation practice!
4. The Odyssey and SL5 connection
5. Summarizer

HW: Read chapter 4 for next class

Intro to SL5

DO NOW:  read the Dresden firebombing article in your SL5 Survival Guide, pg. 5

SWBAT

• describe the Dresden fire bombing of WWII and define new literary terms used often by Vonnegut
• Define, identify examples of, and explain the effect of Vonnegut’s devices 

• Identify, explain, compare and contrast the anti-hero to other kinds of heroes
• Evaluate the role of fiction in social and/or cultural commentary

Agenda:

1. do now

2. Dresden visuals

3. Discuss:

1. What, if anything, did you already know about the bombing of Dresden before reading the article?
2. Why is the bombing of Dresden so controversial?
3. Why might this event of WWII be less well-known among the American population than other events from the same war?
4. How do you predict this historical event will relate to our next novel? 4. Does our culture glorify war?- The Patriot, Pearl Harbor- can you think of other examples?
5. Survival Guide: Begin S5 literary terms / definitions and read article about Vonnegut’s life

Summarize: why do you think writers intentionally incorporate literary devices into their writing?

HW: Read chapters 1-3 in SL5 for TUESDAY MAY 16 (BLUE) or WEDNESDAY MAY 17 (GREEN)

1,000 5.1

1,000 5.1

Do Now : Discuss “She [Mariam] thought of her entry into this world, the harami child of a lowly villager, an unintended thing, a pitiable, regrettable accident.  A weed.  And yet she was leaving the world as a woman who had loved and been loved back” (370).

OBJECTIVE:

analyze the theme of redemption in 1000 Splendid Suns and identify Hosseini’s purposes for writing fiction.

Agenda:

1. Do now
2. -Discuss Mariam’s final scene- shadows, memories, final images; “One last time, Mariam did as she was told.”
3. Popcorn Reading- Chapter 51 :
4. In a google doc, free-write a response to:

• “Mariam is in Laila’s own heart, where she shines with the bursting radiance of a thousand suns” (414).
• Does Mariam ultimately find redemption?
• What does Mariam give to Laila and her children with her final act?
• As a result, what does Mariam symbolically finally get to become?
• From Chapter 51, identify one example of imagery (any type) and explain how this use of imagery reflects a theme in the novel.

5. work on activism projects

Summarize: how do you feel about the ending of the novel?

HW) Projects due 5/15 (Monday) , plus 2-3 minute presentations- use this upcoming week to complete the assignment requirements and make your sites look as polished and complete as possible.

1,000 4.3

1,000 4.3

DO NOW: review your 3-2-1’s in preparation for full class discussion.

OBJECTIVES:

• utilize primary and secondary sources to present information about an issue of gender oppression.

AGENDA

1. Do now
2. Table groups: 3-2-1 journal
3. What happened to Jalil?  Aziza?
4. Class Discussion of ch 40-44/THE TWIST - share important quotations/inferences from these chapters (10)
5. Socrative-predictions?
6. work on Call for Change projects for the rest of class  (due Monday 5/15)

Summarizer: what are your next steps for your activism projects?

HW: Read Chapters 45-50 (no 3-2-1 this time)

DO NOW : Review some of the laws (277-278) that the Taliban announce, particularly those pertaining to women.  

Objectives:

• identify examples of the themes of oppression and gendered expectations in 1000 Splendid Suns;
• conduct and present research findings about gender oppression.

Agenda:

1. do now

2. In a google doc, write a small paragraph answering: why does Laila seems to have a more difficult time accepting these laws than Mariam? Give specific references.

3. Group discussion: (pg. 287)- Mariam's realization about motherhood/sacrifice

4. Comedy Central: interview with Malala

5. Work time: Activism blog

HW: Read Chapters 41-44  + 3-2-1 Discussion Journals

1,000 4.2

1,000 4.2

DO NOW: Discuss: can you come up with the titles of three movies that feature strong female protagonists? More than one strong female character?

Objectives:

• consider messages about gender created by the film industry and how they influence human behavior
• synthesize primary and secondary sources in their research.

AGENDA

1. Do now
2. For a movie to pass The Bechdel Test, it must contain a scene in which two or more named female characters have a conversation (that is, back and forth dialogue) about anything besides men.

-Brainstorm famous movies- do they pass the Bechdel Test?

3. How Movies Teach Manhood TED Talk (12 min)

4.  Class Discussion (10)

5. 3-2-1 Group Discussion: Suns chapters 31-36 (5)

6. Activism project group work

Summarize: why is it important to consider the issue of women’s rights, in both our own country and in the developing world?

HW: Read Chapters 37-40  + 3-2-1 Discussion Journals;

1,000 4.1

Do Now- Discuss w/your group: what is your definition of feminism? Do you know people who do not want to call themselves feminists- and if so, what is their reasoning?

Objectives: consider the importance of feminism in today’s world

Agenda:

1. Do now
2. Emma Watson UN Talk (13)

Take note of your reactions to the talk and points that affect you

4. Table Group Discussion- what are Emma Watson’s points about gender and feminism? Why are they important?

5. 3-2-1 journal Discuss Suns chapters 31 -33 in groups

Definition of feminism -A feminist is a man or a woman who says ‘Yes, there’s a problem with gender...and we must fix it...we must do better.’”

Summarize -What should we all remember about feminism as we go forward?

HW: Ch. 34-36 + 3-2-1 Journal; activism project.