TFA 1.4 FRIDAY

Do now: take out your annotations HW and discuss your thoughts on the Conrad excerpt with your group.

Objectives:

• identify problems with the colonialist single story of Africa.

Agenda:

1. Do now
2. Class: respresentatives from each group describes what they discussed
3. TFA ppt
4. Import the transcript of the “Dangers of a Single Story” TED talk into notability.  Read through it.
5. Group discussion: What is or could be problematic about people only knowing the “single story” of Africa? Have your views on Conrad’s excerpt changed after re-reading Adichie’s lecture?
6. Begin reading and annotating Achebe’s Essay on Conrad- read aloud in groups and discuss as you go.
7. Summarizer

HW: READ & (with detail) ANNOTATE: Achebe’s Essay on Conrad (3-8) REQUIREMENTS: 2/3 annotations per page. Annotate for: identification of thesis and/or evidence, agreement/disagreement, questions for understanding, summarizing

TFA Green THURSDAY

Do now: ORB for 20 minutes

Objectives:

• better understand the history of African colonialism through poetry

Essential Question: What is the history and lasting impact of colonialism in Nigeria?

1. Do now
2. Get a copy of TFA and sign it out on the sheet
3. Create a new subject in notability: TFA or Things Fall Apart.
4. Import the “3-2-1 Reading Journals” - review instructions and ask clarifying questions.

• As you read Things Fall Apart, please fill out a 3-2-1 Discussion Journal for each reading assignment.
•  Come prepared to discuss the book in small and large groups
• TFA Literary Devices- please identify and reflect on these as you write your 3-2-1 journals:
• -masculine power and feminine characters in the novel/ competing definitions of masculinity
• -symbols: locusts, yams, fire, food, wine
• -spiritual customs- spirits, oracles, children, evil forests
• -complexity of Igbo culture and Igbo characters that defies the “single story” previously told by Western writers
• - Creation of a counter-colonialist narrative.  (What is the white “single story” of  Africa?  How does Achebe try to counter this and change the story of the African people?)  
• - the danger of travel and invasion; religion
• - use of Igbo language, rhythm, proverbs to reflect Nigerian culture and beliefs
•       - the cultural/political/historical effects of colonialism
• - the changing relationship of protagonist to his identity

5)Colonialism in Nigeria. Groups: Import and Fill out "Nigeria Fact Sheet" with your group

6) Table Groups: Import and read the poems:

• 1. Maya Angelou,
• 2. David Diop (1927-1960), born in France to Sengalese and Cameroonian parents

Discussion questions:

-What is Angelou celebrating? What are her main poetic devices? -What are the three periods in history you can find within Diop’s poem?

7) Class: what similar themes do the poems both bring up?

HW: Import the “Conrad, Achebe, Franklin Essays Santiago” handout into notability. Read the context and annotate the excerpt from Joseph Conrad’s Heart of Darkness  (pg 1-2) at the beginning of the Achebe/Franklin packet.  Closely annotate the excerpt, looking at images, word choices, and tone.  

ORB HALF DAY GREEN

Get in Skeleton essay groups for a final editing/proofreading session.

End of class: One person in the group needs to submit the skeleton essay via the essay submission form

ORB Half day BLUE

DO NOW: Take out your ORB

Class Objectives:

• actively read an outside reading book silently
• contribute to a shared "book group" document

Agenda:

1. silent reading and/or work on the book group document

Things Fall Apart 1.1 TUESDAY BLUE

Things Fall Apart 1.1

Do now BLUE: One person from each group needs to submit the Oedipus Rex skeleton essay via google forms (on class blog)
Do now GREEN: ORB for 15 minutes

Objectives:

• better understand the history of African colonialism through poetry

Essential Question: What is the history and lasting impact of colonialism in Nigeria?

1. Do now
2. Get a copy of TFA and sign it out on the sheet
3. Create a new subject in notability: TFA or Things Fall Apart.
4. Import the “3-2-1 Reading Journals” - review instructions and ask clarifying questions.

• As you read Things Fall Apart, please fill out a 3-2-1 Discussion Journal for each reading assignment.
•  Come prepared to discuss the book in small and large groups
• TFA Literary Devices- please identify and reflect on these as you write your 3-2-1 journals:
• -masculine power and feminine characters in the novel/ competing definitions of masculinity
• -symbols: locusts, yams, fire, food, wine
• -spiritual customs- spirits, oracles, children, evil forests
• -complexity of Igbo culture and Igbo characters that defies the “single story” previously told by Western writers
• - Creation of a counter-colonialist narrative.  (What is the white “single story” of  Africa?  How does Achebe try to counter this and change the story of the African people?)  
• - the danger of travel and invasion; religion
• - use of Igbo language, rhythm, proverbs to reflect Nigerian culture and beliefs
•       - the cultural/political/historical effects of colonialism
• - the changing relationship of protagonist to his identity

5)Colonialism in Nigeria. Groups: Import and Fill out "Nigeria Fact Sheet" with your group

6) Table Groups: Import and read the poems:

• 1. Maya Angelou,
• 2. David Diop (1927-1960), born in France to Sengalese and Cameroonian parents

Discussion questions:

-What is Angelou celebrating? What are her main poetic devices? -What are the three periods in history you can find within Diop’s poem?

7) Class: what similar themes do the poems both bring up?

HW: Import the “Conrad, Achebe, Franklin Essays Santiago” handout into notability. Read the context and annotate the excerpt from Joseph Conrad’s Heart of Darkness  (pg 1-2) at the beginning of the Achebe/Franklin packet.  Closely annotate the excerpt, looking at images, word choices, and tone.  

Oedipus Editing Day

Oedipus Editing Day

Do now: Get into your essay groups, open the shared google doc and read through the skeleton essay

Agenda:

• Work effectively in groups to proofread a shared skeleton essay
• Edit a group assignment for consistency in voice

Agenda:

1. Do now
2. Finish the skeleton essay!  Review the rubric to make sure your group has all the requirement components
3. Proofread: individually read through the skeleton essay and edit for grammar/mechanics/etc.
4. As group: edit the skeleton essay for consistency of writing voice
5. Summarizer

HW: Complete any final revisions.  Essay due TUESDAY for BLUE and WEDNESDAY for GREEN

Oedipus Rex 2.4 FRIDAY GREEN/ MONDAY LIGHT BLUE

Oedipus Rex 2.4 FRIDAY GREEN/ MONDAY LIGHT BLUE

Do now: In groups, review quotes selected-- no repeat quotes are allowed!

Objectives:

• effectively identify a motif from Oedipus Rex
• draft an effective thesis statement for Oedipus Rex that connects a motif to Sophocles’ meaning
• organize subtopics in a logical way that builds momentum to prove the thesis
• draft effective “quote sandwiches”

Agenda:

1. do now
2. In groups: create three subtopics and decide on a logical organization
3. In groups: draft topic sentences for each subtopic
4. In groups: each member drafts a “quote sandwich”
5. summarizer

HW:

Oedipus Rex 2.3 THURSDAY GREEN /FRIDAY LIGHT BLUE

Oedipus Rex 2.3 THURSDAY GREEN /FRIDAY LIGHT BLUE

Do now: In table groups, share thesis statements. Select one to move forward with.

Objectives:

• effectively identify a motif from Oedipus Rex
• identify characteristics of an effective thesis statement
• draft an effective thesis statement for Oedipus Rex that connects a motif to Sophocles’ meaning

Agenda:

1. do now
2. Review “Group Skeleton Essay” assignment
3. Check your thesis statements with Ms. Santiago for feedback. You may check your thesis TWICE.
4. Import “Oedipus skeleton essay rubric” and “skeleton essay template”
5. Review rubric requirements
6. summarizer

HW: each member needs to locate ONE quote for the skeleton essay

Oedipus Rex 2.3 WEDNESDAY

Oedipus Rex 2.3 WEDNESDAY

Do now: Take out the newspaper materials

Objectives:

• demonstrate understanding of the plot of Oedipus
• demonstrate the Ancient Greek’s culture’s views of gods and oracles
• utilize creativity and effective collaboration

Agenda:

1. Do now
2. Finish creating the newspaper
3. Gallery Walk: appreciate all the newspapers
4. Import “Group Skeleton Essay” handout into notability
5. Clusters: select one motif.  Brainstorm possible thesis statements
6. Summarizer

HW: Each member of the group draft a thesis statement

Oedipus Rex 2.2 TUESDAY

Oedipus Rex 2.2 TUESDAY

Do now: What motif seems the most interesting to you?

Objectives:

• demonstrate understanding of the plot of Oedipus
• demonstrate the Ancient Greek’s culture’s views of gods and oracles
• utilize creativity and effective collaboration

Agenda:

1. do now
2. Read aloud! We will need volunteers for reading
3. Desk clusters: identify and annotate the motifs for the Exodus
4. import “Oedipus Rex Newspaper” handout
5. In groups: begin to create an effective front page of a “newspaper”
6. Summarizer

HW: Create one advertisement for the front page of the newspaper

Oedipus Rex 2.1 MONDAY LIGHT BLUE ONLY

Oedipus Rex 2.1  MONDAY LIGHT BLUE ONLY

Do now: Which motif do you find the most interesting?

Objectives:

• demonstrate understanding of the plot of Oedipus
• demonstrate the Ancient Greek’s culture’s views of gods and oracles
• utilize creativity and effective collaboration

Agenda:

1. Do now
2. Read aloud! We will need volunteers for reading
3. In desk clusters: identify and annotate examples of the motifs from Scenes 3 and 4 and Odes 3 and 4
4. Summarizer

HW: Finish reading scenes 3, 4 and odes 3 and 4

Oedipus 1.4 GREEN ONLY

DO NOW: What is your ORB title?

Objectives:

• effectively read Ancient Greek Drama
• identify motifs
• identify the Ancient Greek culture’s relationship to their gods and oracles

Agenda:

1. do now
2. Cluster discussion:
1. What information about Laios does Iocaste provide?
2. What is the one piece of the story that proves Oedipus' innocence?
3. What is one line from Scene II that depicts the beginning of Oedipus’ moment(s) of realization?
4. Review what we are read thus far: identify any motifs; identify lines that discuss or reveal the cultures views of the gods and oracles

3. Read aloud! We will need volunteer readers
4. In groups: what line is THE moment of realization for Oedipus?
5. (If time) hunt for motifs
6. summarizer

HW: Read Scene 3 and 4, and Odes 3 and 4

Oedipus 1.3 FRIDAY LIGHT BLUE

Oedipus 1.3

Do now: What is your ORB title? (socrative)

Objectives:

• effectively read Ancient Greek Drama
• identify motifs
• identify the Ancient Greek culture’s relationship to their gods and oracles

Agenda:

1. do now
2. Socrative: how comfortable are you reading aloud?  Would you volunteer to read a part in Oedipus?
3. Read aloud! We will need volunteer readers
4. In table groups: review what we are read thus far
1. identify any motifs
2. identify lines that discuss or reveal the cultures views of the gods and oracles
5. summarizer

HW: Finish reading Scene 2 and Ode 2