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:

--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 

NO HOMEWORK 

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.