Thursday, October 11, 2018

92 minutes

Learning Targets:

I can read and understand an academic argument

I can analyze cartoons for their underlying messages

I can discuss my ideas and listen to my classmates’ ideas

1.   SSR 

   

2.   Small groups: (from last time) Share your sentence strip(s) out to the whole class and tape them to the board. 

3.   Small groups—2^nd period: create sentence strips with themes that you see emerging or ideas that you want to follow up on as we go through this unit. Share your sentence strip(s) out to the whole class and tape them to the board. 

Begin “Hypermasculinity and Cartoons”

4.   Quick-Write: October 11: What does it mean to “be a man”? You can do word associations, recount examples of manhood or manliness, or write about how your definition of manhood was shaped. 

5.   Share out in small groups and as a whole class (while I take notes.) Then, discuss: where do these ideas come from? 

6.      Watch video Be A Man , pausing at age 14 and recounting the answers given in the video—where do kids, as early as five, get these messages? 

7.   (2nd period needs to do this next time) Read the short narrative called “Man of the House” by Donald Rose and mark up this text using these guidelines: Takes notes on

·      Ideas that resonate for you or ideas that you disagree with.

Places where “Being a Man” is described or defined or illustrated

·      Places where you learn something new or connect to something you learned previously.

·      Think about cartoons you have watched. What did you learn from them—connections to this piece?

·      Places that make you wonder? What else do you need to know?

 ·      Writing strategies that you notice the writer using—quoting experts, using metaphors or anecdotes, alliteration.

At bottom of the page, write your response or reaction to this short story

HOMEWORK: Read for at least 30 minutes from your SSR book