Warfield Sophomore English: April 2019

Tuesday, April 30, 2019

92 minutes

MAKE SURE TO BRING YOUR BOOK (Things Fall Apart) EVERY DAY

Learning Targets:

· I can read and discuss characters, theme, and plot in the novel Things Fall Apart

· I can provide textual evidence to support my ideas

1. SSR

2. Stats survey

https://www.youtube.com/watch?v=iq1fr00Ru80 (Period 1)

3. Discussion in pairs: Summarize the chapters (1-3) and characters and then explain what we learn about the story: What do these characters value? What does the narrator value? What conflicts do you see emerging?

Individually, students craft discussion questions from chapters 1-3. Each student crafts 2 questions--one clarifying question (example: where is Umuofia?) and one inferential question (Why does Umuofia's 'war magic' inspire so much fear?) Students pair up and answer one-another's questions

4. A proverb is "a brief, memorable saying that expresses a truth or belief." “Proverbs are the palm oil with which words are eaten" (Achebe 7), and they enhance the meaning of all the conversations. “A proverb is [basically] a short sentence based on long experience”

5. Pairs: Examine the proverb on page 4. First explain what it means, then explain how it applies to what you've read.
"He always said that whenever he saw a dead man's mouth he saw the folly of not eating what one had in one's lifetime" (4). Share out / whole class discussion

HOMEWORK: In Google Classroom, select two proverbs from the reading. (Proverbs appear on these pages: 4, 7, 8, 10, 21, 22.) Explain the meaning of each proverb, then explain why the characters and or narrator uses proverbs rather than straight-forward, and literal speech.

Homework: Read chapters 4, 5, 6, and 7 by the beginning of next class. (Thursday, May 2)

Friday, April 26, 2019

92 minutes

MAKE SURE TO BRING YOUR BOOK (Things Fall Apart) EVERY DAY

Learning Targets:

· I can engage with historical and cultural concepts of slavery

· I can provide textual evidence to support my claims

1. Finish watching and taking notes on AFRICA'S GREAT CIVILIZATIONS The Atlantic Age | Hour Five

Pay particular attention to the role of religions along with the portrayal of slavery.

2. Go back to the prompt that you responded to at the opening of yesterday’s class. Revise the prompt to reflect any new understanding that you have regarding slavery.

3. Intro to Things Fall Apart:

Chinua Achebe (16 November 1930 – 21 March 2013) is a Nigerian writer and intellectual. He is known for his fiction, poetry and essays. He has won Great Britain's highest literary award (Man-Booker 2007) and is the author of the best-selling and most widely read novel written by an African writer, Things Fall Apart. He spent many years as a professor in the United States at both Bard College in New York, as well as Brown University in Rhode Island.

https://www.youtube.com/watch?v=iq1fr00Ru80

Opening Discussion: Turn to a partner and discuss whether or not you agree or disagree with the following statement: "Parents and grandparents have an enormous impact on a person's life."

All class discussion

Begin reading Chapter 1 in class and discuss.

Homework: Read up to chapters 1, 2, and 3 by the beginning of next class.

Wednesday, April 24, 2019

76 minutes

MAKE SURE TO BRING YOUR BOOK (Things Fall Apart) On Friday and every day after that

Learning Targets:

· I can engage with historical and cultural concepts of slavery

· I can provide textual evidence to support my claims

1. Respond to the question “Understanding Slavery” in Google Classroom

2. Share and discuss responses as a class

3. Watch and take notes on AFRICA'S GREAT CIVILIZATIONS The Atlantic Age | Hour Five

Pay particular attention to the role of religions along with the portrayal of slavery.

Homework: if you did not yet respond to the “How to Write About Africa” prompt in Google Classroom, please do that now.

Monday, April 22, 2019

92 minutes

Learning Targets:

· I can identify and describe the speaker, audience, purpose and tone in a text

· I can provide textual evidence to support my claims

· I can present my ideas to classmates

1. SSR

2. Groups finish SOAPSTone slides: In small groups, using your SOAPSTone charts, discuss the reading and then do the following: create Google Slide posters that describe / identify these features of the reading AND create two questions about the essay that we can discuss as a class:

--Speaker: Identify the voice (narrator) and the point of view from which he or she is speaking. Identify the speaker’s values, biases, and beliefs (if you are able). Determine if the speaker can be trusted.

--Audience: who is the intended audience? Who will hear or read this message? What are this audience’s biases or values? Is this audience open to the message?

--Purpose/Argument: What does this speaker hope to achieve? What is the main purpose (argument)?

What is the author’s purpose/argument?

--Tone: What is the dominant tone and what is its effect? Look primarily at the speaker’s attitude. What words, images, or figures of speech reveal the speaker’s attitude? Are there any shifts in tone within this document, and if so, what is the result/effect?

Provide at least two quotes for each of the categories from the reading that support and illustrate your claims about the Speaker, Audience, Purpose/Argument, and Tone

3. Present your slides to the class

4. Class discussion: use questions created by each group for a class discussion.

HOMEWORK DUE WEDNESDAY, APRIL 24 IN GOOGLE CLASSROOM: Respond to the prompt: What attitudes or biases should a person understand as they study or write about Africa? Draw on the materials that we have been discussing in class so far.

Thursday, April 18, 2019

76 minutes

Learning Targets:

· I can identify and describe the speaker, audience, purpose and tone in a text

· I can provide textual evidence to support my claims

· I can present my ideas to classmates

1. SSR

2. Groups: In small groups, using your SOAPSTone charts, discuss the reading and then do the following: create Google Slide posters that describe / identify these features of the reading AND create two questions about the essay that we can discuss as a class:

--Audience: who is the intended audience? Who will hear or read this message? What are this audience’s biases or values? Is this audience open to the message?

--Purpose/Argument: What does this speaker hope to achieve? What is the main purpose (argument)?

What is the author’s purpose/argument?

Provide at least two quotes for each of the categories from the reading that support and illustrate your claims about the Speaker, Audience, Purpose/Argument, and Tone

NO HOMEWORK

Wednesday, April 17, 2019

Tuesday, April 16, 2019

92 minutes

1. SSR

2. Watch and take notes on episode 3 (“Empires of Gold”) of Africa’s Great Civilizations (32:00-51:00) This portion of the documentary examines trade and empire in pre-colonial west Africa

3. Handout: SOAPSTone: review and discuss—practice applying this reading strategy to Africa’s Great Civilizations

4. Introduction to Binyavanga Wainaina

https://planetbinya.org/ + https://www.youtube.com/watch?v=8uMwppw5AgU&t=9s

5. Read “How to Write About Africa” by Binyavanga Wainaina

Homework DUE THURSDAY, APRIL 18: Finish reading “How to Write About Africa” and complete the SOAPSTone chart

Friday, April 12, 2019

92 minutes

1. SSR READ AND ANNOTATE THE HOMEWORK IF YOU DID NOT ALREADY AND CHOOSE 3 PASSAGES AND CREATE 3 QUESTIONS FOR DISCUSSION

2. Prepare / review for Socratic seminar on Introduction to Mistaking Africa (pages 3-12.) Choose 3 passages that you would like to discuss in class and create 3 questions about the reading that can be used in a class discussion. These questions can be about the passages that you choose or about something else in this chapter.

3. Small groups: summarize the reading and then discuss your questions and passages and then report out to whole class

Homework question IN GOOGLE CLASSROOM: Write a 300-350 word response to the reading from Mistaking Africa. In your response, first summarize the main ideas presented and then choose one key idea to respond to. Choose a quote that captures the key idea and then explain the idea in your own words. Then, write about your own response or thoughts about this idea. Connect this idea to your own experiences or ideas about how we (you) might have stereotypes or misconceptions or incomplete understandings of Africa and African people.

Thursday, April 11, 2019

Feminism

92 minutes

PCC DUAL CREDIT CRN=24498

Registration is now open until April 15

Reminder: If you are going to be going for PCC WR121 credit you need to register for this class by April 15.

Because of low attendance, first part of class was work time. We then discussed the homework and analyzed magazine advertisements.

2. Small groups discuss HOMEWORK:

“We’ve Come a Long Way, Maybe”

Read “Why Intersectionality Can’t Wait” by Kimberle Crenshaw.

DUE MONDAY, APRIL 15: In Google Classroom, write a response to this article and TED Talk.

Wednesday, April 10, 2019

92 minutes

1. SSR

2. Go to Bookroom and check out Things Fall Apart

3. WRITE YOUR NAME INSIDE YOUR COPY!!!

4. Storytelling Essay scores returned/discussed

5. Finish viewing and take notes on first 22 minutes of Africa's Great Civilizations Episode 1. You can use your notes on the quiz that follows the viewing

6. Take quiz on Africa’s Great Civilizations

7. Begin reading the Introduction to Mistaking Africa (pages 3-12.) Highlight key ideas and take notes on questions or responses you have. Also, choose 3 passages that you would like to discuss in class and create 3 questions about the reading that can be used in a class discussion. These questions can be about the passages that you choose or about something else in this chapter.

NOTE: the photocopy of this chapter has some edges that are cut off. Please see Google Classroom for a digital copy that is complete.

HOMEWORK DUE FRIDAY, APRIL 12: Read, take notes, choose 3 passages and create 3 questions about the Introduction to Mistaking Africa

Friday, April 5, 2019

92 minutes

1. SSR

2. Groups: Share your 150-word analyses of passages from Joseph Conrad’s The Heart of Darkness

3. Share out analyses and discuss as a whole class

4. View and discuss maps of Africa. : How Big is Africa, Africa Map 1878-1914, Imperial Africa Map. What do you notice? What does it mean?

5. View and take notes on first 22 (we only got to 09:15 and 14:00) minutes of Africa's Great Civilizations Episode 1. You can use your notes on the quiz that follows the viewing

Wednesday, April 3, 2019

76 minutes

1. SSR

2. Review and complete connotation exercise

3. Re-read and annotate the passages from Joseph Conrad’s The Heart of Darkness

4. Groups: Share your annotations and discuss how connotation and tone reveal the narrator’s attitudes.

5. In Google Classroom, write a 150-word analysis of the passages, focusing on how connotation and tone convey the narrator’s attitude toward his subject. In your analysis, be sure to comment on the use of specific words or phrases that convey the narrator’s attitude. This assignment is to be completed in Google Classroom during class time.

6. Craft lesson: Use the following sentence frame to craft your opening sentence:

In the passages from Joseph Conrad’s novel The Heart of Darkness, the narrator’s attitude towards ____________ is conveyed by____________. For example, __________...

HOMEWORK DUE by midnight, Thursday, April 4: Conrad and Connotation Analysis. Turn this in on Google Classroom.

Monday, April 1, 2019

92 minutes

1. SSR

2. Free-write: “Africa”: What comes to mind when you think of Africa? What are some ideas, images, or words that you associate with Africa?

3. Today, we will begin to build background knowledge for our next unit, the novel Things Fall Apart.

4. Review and discuss literary elements connotation and denotation

5. Review and discuss literary elements tone and attitude

6. Read and annotate and discuss passages from Joseph Conrad’s The Heart of Darkness