Blue Wednesday

Do now: review Cultural Traditions Presentation assignment.

Objectives:

• identify a cultural tradition that is important to family/community
• draft a self-reflection on selected cultural tradition

Agenda:

1. do now
2. In Table groups, discuss the following questions: A) How would you define the narrative style, structure, characters, etc.?

B) What is the main idea/theme of novel?
C) What stereotypes can you identify?
D) inspect the structure of the plot. Is it effective that Jin tells us, his audience, his childhood story through a flashback interwoven between past and present?
E) Compare the different reactions to Jin, as far as stereotyping goes: the teacher’s, Timmy’s, Greg’s, and yours as you were reading it.
F)  Was Jin ostracized? How so? What does this mean?
G) What symbols, motifs, or other literary devices can you identify? H) In table groups: write a method to meaning thesis statement for ABC

3. Work on brainstorming for the cultural presentations assignment

HW: prep your presentation!

American Born Chinese 1.4

Do now: What does duality mean?  How can an individual have duality in their identity?

Objectives:

• identify struggles of each story line
• understand "duality" and how people often have multiple sides

Agenda:

1. do now
2. (Table groups) For the Monkey King, Jin, and Danny-- identify their desires/ambitions AND their obstacles
3. Duality worksheet assignment
4. Groups: Answer the discussion questions
5. Class: review findings
6. Introduce the Cultural Tradition Presentation assignment
7. Summarizer

HW: Homework free weekend

American Born Chinese 1.3

Do now: write a quick 5 minute free write on their thoughts/feelings regarding stereotypes.

Objective:

• Students will familiarize themselves with the concept of stereotypes in relation to both the introductory text and their personal experience.

Agenda:

1. do now
2. Discussion:

• What is a stereotype? What are some examples? (high school stereotypes: nerd, jock, cheerleader, punk, etc)
• How do these make you feel?
• Delve more specifically and in-depth into racial stereotypes. Why is this still such an insistent, ongoing issue even today?

3. Video clips:

• The Breakfast Club: http://youtu.be/3plxyCBZ5CI

4. When can stereotyping be offensive?
5. Read pages 87-160
6. Summarizer

HW: read pages 87-160 (GREEN FOR FRIDAY) (BLUE- Homework free weekend)

American Born Chinese 1.2

Do now: “Novels are presented as books in linear form; picture books tell a story with text accompanied by illustrations; film works with moving images and dialogue but

graphic novels combine all these elements as a medium for storytelling. They tell a story through visual images.”

What is a graphic novel?  Can you name any? How are comic books different from graphic novels?

Objective:

• Introduce the genre of graphic novels to students through students’ self-exploration in discussion

Agenda:

1. Do Now
2. In groups: flip through the graphic novels.Compare and contrast the visuals used, speech bubbles and language used in the various graphic novels.  Discuss the following:
1. how are these graphic novels different from traditional comic books
2. What’s the target/potential audience for each of them?
3. How’s a graphic novel different from a conventional novel?
4. Why do you think the author would have decided to write a graphic novel instead of a conventional novel in written form?
5. Discuss the author’s choice. (What’s good about visual narrative?)
6. What’s the advantage of opting to present your thoughts with graphic novels over written novels? What’s the disadvantage then?
7. - Does a graphic novel have lower literary value than a conventional novel?
3. Intro to American Born Chinese-- “The Monkey King”
1. Journey to the West handout (google drive)
2.    Monkey King Movie Trailer (2:00)
3.  https://youtu.be/Yr5ZWYRaAyw (2:00)
4. Begin to read pages 1-84
5. Summarizer

HW: read 1-84

Tuesday- ORB work day

Do now: Review the ORB assignment sheet

Objectives:

• use class time effectively to complete the ORB assignment for I am Malala

Agenda:

1. do now

2. Clarifying questions

3. Work time

4. summarizer

HW: ORB assignment due FRIDAY JANUARY 24th

GREEN FRIDAY

Essay work day!

Essay due TUESDAY

THURSDAY GREEN/ FRIDAY BLUE

Macbeth 9.3

Do now: review your outline

Objectives:

• Provide effective feedback on a peer’s outline
• Use the writing process to draft an effective essay

Agenda:

1. Do now
2. Share your outline with a partner.  Provide suggestions for revision.
3. Individual: draft essay!
4. Summarizer

HW: Essay due TUESDAY, JANUARY 17th, 2017

WEDNESDAY

Do now: submit your thesis statement via email

Objectives:

• identify effective thesis statements
• organize evidence from the imagery log into 3 subtopics
• draft an outline, including effective topic sentences

Agenda:

1. do now
1a. ORB Assignment

2. Ms. Santiago: respond to thesis statements

3. Individual:

• select evidence from imagery log
• organize evidence into 3 subtopics
• draft topic sentences for each subtopics
• revise thesis statement as needed

4. Summarizer

HW: Finish outline for NEXT CLASS

TUESDAY

Do now: place desks into rows facing the front

Agenda:

1. Do now
2. Acts 4 and 5 quiz
3. When finished, read the “I am Malala ORB assignment” Brainstorm which option you would like to do. ORB DUE JANUARY 27th
4. Summarizer

HW: Thesis statements due WEDNESDAY

Macbeth Friday GREEN/ Monday BLUE

Do now: Open up your imagery log.  Review all the entries

Objective:

• identify the connotations of assigned image
• identify key quotations from the play that supports theme statement
• draft a theme statement connecting Shakespeare’s method to meaning

Agenda:
1. do now
2. Get into imagery groups. Review entries and draft a theme statement that connects Shakespeare’s use of your image to its significance to the play as a whole.
3. One pager: On a piece of easel paper:
a. on the TOP of the page, identify your image
b. on the CENTER of the page, draw one central image
c. on the LEFT side of the page, write 2-3 connotation words of that image
d. on the RIGHT side of the page, write 2 quotes from the play
e. on the BOTTOM of the page, write your theme statement

4. Gallery walk
5. Download “Santiago MB Imagery Essay”- read and ask clarifying questions
6. Summarizer

HW: Draft a thesis statement

Macbeth 8.4

Do now: Download the “Macbeth- study review Acts 4 and 5” handout

Objectives:

• identify important plot, theme, and imagery questions from Acts 4 and 5
• work effectively in groups to review for test
• 
  

Agenda:

1. do now
2. In pairs or table groups: answer the study review sheet
3. Imagery Groups OR Speech annotations
4. Summarizer

HW:

• finish imagery logs for MONDAY (even if we don't meet!)
• Study for quiz on TUESDAY,
• Finish speech annotations for TUESDAY

Macbeth 8.3

Do now: In Act 5.2, Shakespeare uses clothing imagery to describe Macbeth: “Some say he’s mad; others that lesser hate him/ Do call it valiant fury, but for certain/ He cannot buckle his distempered cause/ Within the belt of rule,” and “ Now does he feel his title/ Hang loose about him, like a giant’s robe/ Upon a dwarfish thief.” On a piece of blank paper, draw one of these images.  Then right 1-2 sentences explaining why you think Shakespeare uses clothing imagery for these moments.  (independently. 10 minutes)

Objectives:

• identify Shakespeare’s use of clothing imagery through a visualization activity
• analyze Shakespeare’s use of short scenes to build tension

Agenda:

1. do now
2. Individual: Socrative Act 5 questions
3. Class: Read/Act out Act 5.5
4. Close Reading: In your Macbeth’s speeches document, read and annotate this final speech:
1. paraphrase each sentence
2. identify: personification, alliteration, repetition, metaphors, images
3. Shakespeare has Macbeth use “nothing” in both his Act 3.1 and Act 5.5 soliloquies-- what does nothing mean?  Why do you think Shakespeare uses this word in these particular scenes?
5. Reflection paragraph: at the end of the Macbeth Soliloquies annotations, write a paragraph (at least 8 sentences) in which you reflect on Macbeth’s transformation from Act 1 to Act 5. This is due TUESDAY, JANUARY 10th.  See “Macbeth's soliloquies reflection paragraph” in our handouts folder for more details.
6. Summarizer

HW: Finish the imagery logs and speech annotations

Macbeth 8.2

Do now: The Gentlewoman tells how she has seen Lady Macbeth carefully take paper, fold it, write on it, read it, and seal it--- all in her sleep.  What did Lady Macbeth write? A letter to Macbeth? A confession? Her will? A warning to Lady Macduff? Something else? Write Lady Macbeth’s letter. (Google Doc. 10 minutes)

Objectives:

• analyze textual evidence to make inferences about Lady Macbeth's transformation in Macbeth;
• connect imagery to themes.  

Agenda:

1. do now
2. Table groups: Discuss the changes you see in Lady Macbeth’s language from Act 2 to Act 5

Act 2.2 Act 5.1

“What’s done is done.”	“What’s done cannot be undone.”
“A little water clears us of this great deed. How easy is it then!”	“Will these hands never be clean?”
“The sleeping and the dead are but as pictures.”	“Yet who would have thought the old man to have so much blood in him?”

3. Table Groups: Act out this scene! Assign parts, rehearse, and film it!
4. Summarizer

HW: Re-read Act 5 scenes, 2, 3, and 4, imagery logs