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marriage_and_love_in_elizabethan_england.docx | |
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Name ___________________ English 1, Pd. _____
monday November 3, 2014 Mr. Griffin
[email protected]
Homework: Write a paragraph in stream-of-consciousness style. Copy Kincaid's premise of the child recalling the mother's voice.
Class notes: “Girl” by Jamaica Kincaid
Aim: What is stream of consciousness style, and to what effect is it used in “Girl”?
Do Now: Who is the speaker? To whom is she speaking?
Stylistic devices are tools a writer uses to convey, or show, a particular way of thinking or speaking.
In Dickens, the use of plain speech, or the vernacular, helped bring the class struggle to bear on the story.
In this story, Kincaid, uses repetition of words, phrases and sentence structure in a stream-of-consciousness style to bring the reader into the minds of mother and child.
Stream-of-consciousness is a style of writing in which the speaker’s thoughts or speech seems to flow out on the page in the way that thoughts race through our own minds.
monday November 3, 2014 Mr. Griffin
[email protected]
Homework: Write a paragraph in stream-of-consciousness style. Copy Kincaid's premise of the child recalling the mother's voice.
Class notes: “Girl” by Jamaica Kincaid
Aim: What is stream of consciousness style, and to what effect is it used in “Girl”?
Do Now: Who is the speaker? To whom is she speaking?
Stylistic devices are tools a writer uses to convey, or show, a particular way of thinking or speaking.
In Dickens, the use of plain speech, or the vernacular, helped bring the class struggle to bear on the story.
In this story, Kincaid, uses repetition of words, phrases and sentence structure in a stream-of-consciousness style to bring the reader into the minds of mother and child.
Stream-of-consciousness is a style of writing in which the speaker’s thoughts or speech seems to flow out on the page in the way that thoughts race through our own minds.
Monday October 6, 2014 Mr. Griffin
Great Expectations notes Chapters 33-36
Class website:
http://[email protected]
Do Now: How have Pip’s illusions been shattered?
Aim: Write an essay in which you develop an argument about Shattered illusions. Use evidence from the text to support your argument. How does Dickens use Pip’s experience to develop a theme of shattered illusions?
Instructions:
• Write a 5 paragraph essay in which you answer the prompt and provide evidence from the text to back up your claim
• Write an intro that establishes your argument, naming title and author.
• Write 3 well developed paragraphs that provide evidence in support of argument. These paragraphs should address all aspects of evidence. Use transitions between paragraphs.
• Write a conclusion that addresses the thesis
Great Expectations notes Chapters 33-36
Class website:
http://[email protected]
Do Now: How have Pip’s illusions been shattered?
Aim: Write an essay in which you develop an argument about Shattered illusions. Use evidence from the text to support your argument. How does Dickens use Pip’s experience to develop a theme of shattered illusions?
Instructions:
• Write a 5 paragraph essay in which you answer the prompt and provide evidence from the text to back up your claim
• Write an intro that establishes your argument, naming title and author.
• Write 3 well developed paragraphs that provide evidence in support of argument. These paragraphs should address all aspects of evidence. Use transitions between paragraphs.
• Write a conclusion that addresses the thesis
Charles
Dickens Great Expectations
Great Expectations notes Chapters 1 – 3
Do Now: Character list
Pip
Joe
Mrs. Joe
Aim: How does the setting impact Pip’s character? How do the descriptions of the landscape show something about who Pip is?
Setting Description Pip’s Character
Where is he? Who is he?
Churchyard quote He is mostly alone
“…five little brothers of mine-- in the world. He is
who gave up trying to get a living lucky to be alive.
exceedingly early in that He is quite young
universal struggle—“ (1) and naïve. He has a
He is visiting his family’s graves great imagination.
In the churchyard. He has never
Known them, so he comes here
To learn what he can, or perhaps
For some connection to family.
Mrs. Joe’s quote
“I was never allowed a candle to
light me to bed” (12).
Mrs. Joe’s is a cold and dark
Home. Pip works hard all evening
To go upstairs to bed without
Even the comfort of a light.
The Marshes quote
“On the edge of the river I could
faintly make out the only two black things
in all the prospect that
Seemed to be standing upright;
one of these was the
beacon by which the sailors steered…
the other a gibbet” (5).
Great Expectations notes Chapters 1 – 3
Do Now: Character list
Pip
Joe
Mrs. Joe
Aim: How does the setting impact Pip’s character? How do the descriptions of the landscape show something about who Pip is?
Setting Description Pip’s Character
Where is he? Who is he?
Churchyard quote He is mostly alone
“…five little brothers of mine-- in the world. He is
who gave up trying to get a living lucky to be alive.
exceedingly early in that He is quite young
universal struggle—“ (1) and naïve. He has a
He is visiting his family’s graves great imagination.
In the churchyard. He has never
Known them, so he comes here
To learn what he can, or perhaps
For some connection to family.
Mrs. Joe’s quote
“I was never allowed a candle to
light me to bed” (12).
Mrs. Joe’s is a cold and dark
Home. Pip works hard all evening
To go upstairs to bed without
Even the comfort of a light.
The Marshes quote
“On the edge of the river I could
faintly make out the only two black things
in all the prospect that
Seemed to be standing upright;
one of these was the
beacon by which the sailors steered…
the other a gibbet” (5).
Teacher / Class:
Mr. Griffin Novel:
Great Expectations Date:
Monday Sept. 22, 2014
Instructional Objective:
Using textual evidence to understand Pip’s conflict
Connection to Larger Unit:
• How does Pip’s character develop over the course of the novel?
• How does Dickens use satire to critique the way adults treat children and disparities in society in general as pertain to the British class system of the 19th century?
• How does Dickens use mood to mirror Pip’s character growth?
• What is the role of setting in the novel?
CCLS Standards Addressed:
CCLS.ELA-Literarcy.RL.9-12.2
CCLS.ELA.Literacy.RL.9-12.3
Learning Outcomes:
• SWBAT connect specific evidence from text with Pip’s central conflict.
Connected Assessments:
Informal: teacher visits teacher visits students during their individual and paired research to assess the quality of their evidence and interpretation, assisting and clarifying as needed.
Share as pairs: Teacher calls on students to share their research to make sure each student has been informally assessed for their understanding and application.
Exit Ticket: What is Pip’s conflict
Materials:
Differentiation Plan, with Names:
Select students will be called for on for individual assistance based on ongoing assessments:
Key vocabulary will be displayed on the class website, which students can access as needed.
Board Notes:
Name _____________________ English 1, period ________
Monday September 22, 2014 Mr. Griffin
Great Expectations notes Chapters 11 - 14
Class website:
http://[email protected]
Do Now: Character list
13. The Vultures – Ms. Havisham’s relatives who visit her only because they want to inherit her fortune when she dies
14. Herbert Pocket – “The pale young gentleman” who picks a fight with Pip, and loses valiantly, in the garden at Satis House.
15. Dolge Orlick – a hired hand at Joe’s forge
Key scenes:
• Satis House: The 2nd visit
The relatives
The Wedding cake
Pip’s job
The fight
The kiss
• The village: Pip is bound
Celebration dinner
• The forge: apprenticeship
Shame
Joe
Aim: How is Pip’s conflict reflected in his time between Satis House and the forge?
pp. 82, 94, 106
Discuss: What is Pip’s conflict?
• Pip’s conflict is that he wants to find a path away from home in order to escape his social class, but he doesn’t know how to gain the money or education—In both school and social conventions—to fit in with high class society.
• Pip wants to escape his social class, but he doesn’t want to feel guilty for leaving Joe; this internal struggle is reflected in Pip’s thoughts about whether his future will be spent in the forge or the life represented by Satis House.
Instructions:
1) Read the quotes: pp. 82, 94, 106
2) For each quote, explain what particular element of the conflict is represented
3) Make a chart in your notes:
Quote-Context-Conflict
4) Find short phrases within each longer quote and explain how each reflects the conflict
5) How do the quotes reflect the conflict?
Lesson Outline with Time Allocations:
(the lesson activity for learning, which includes the Aim, Do Now or motivating question, a possible plan for modeling, and no fewer than 3 developmental/pivotal questions)
Aim: How is Pip’s conflict reflected in his time between Satis House and the forge?
Do Now: What are the new characters and plot events in assigned chapters?
Essential Question(s):
• How does Pip’s character develop over the course of the novel?
• How does Dickens use satire to critique the way adults treat children and disparities in society in general as pertain to the British class system of the 19th century?
• How does Dickens use mood to mirror Pip’s character growth?
• What is the role of setting in the novel?
Activities & Assessments:
How is Pip’s conflict reflected in his time between Satis House and the forge?
pp. 82, 94, 106
Discuss: What is Pip’s conflict?
The two sides of Pip’s conflict are represented by Satis House as a place he dreams of belonging and Mrs. Joe’s; a place he now feels he does not belong. SWBAT connect specific evidence from text with this central conflict.
Activities:
1) Students read the quotes: pp. 82, 94, 106
2) Discuss with a partner: For each quote, explain what particular element of the conflict is represented
3) Class discussion of the first quote: help students pick out a key phrase
4) Students make a chart in notes: Quote-Context-Conflict. Put each quote in context, discuss and write about it individually.
5) Find short phrases within each longer quote and explain how each reflects the conflict
6) Circulate ensuring that all students understand and are able to complete task
7) Exit Ticket: Write a sentence describing Pip’s central conflict as it appears thus far in the story.
Homework:
1) Reading chapts. 15 through 17
Mr. Griffin Novel:
Great Expectations Date:
Monday Sept. 22, 2014
Instructional Objective:
Using textual evidence to understand Pip’s conflict
Connection to Larger Unit:
• How does Pip’s character develop over the course of the novel?
• How does Dickens use satire to critique the way adults treat children and disparities in society in general as pertain to the British class system of the 19th century?
• How does Dickens use mood to mirror Pip’s character growth?
• What is the role of setting in the novel?
CCLS Standards Addressed:
CCLS.ELA-Literarcy.RL.9-12.2
CCLS.ELA.Literacy.RL.9-12.3
Learning Outcomes:
• SWBAT connect specific evidence from text with Pip’s central conflict.
Connected Assessments:
Informal: teacher visits teacher visits students during their individual and paired research to assess the quality of their evidence and interpretation, assisting and clarifying as needed.
Share as pairs: Teacher calls on students to share their research to make sure each student has been informally assessed for their understanding and application.
Exit Ticket: What is Pip’s conflict
Materials:
Differentiation Plan, with Names:
Select students will be called for on for individual assistance based on ongoing assessments:
Key vocabulary will be displayed on the class website, which students can access as needed.
Board Notes:
Name _____________________ English 1, period ________
Monday September 22, 2014 Mr. Griffin
Great Expectations notes Chapters 11 - 14
Class website:
http://[email protected]
Do Now: Character list
13. The Vultures – Ms. Havisham’s relatives who visit her only because they want to inherit her fortune when she dies
14. Herbert Pocket – “The pale young gentleman” who picks a fight with Pip, and loses valiantly, in the garden at Satis House.
15. Dolge Orlick – a hired hand at Joe’s forge
Key scenes:
• Satis House: The 2nd visit
The relatives
The Wedding cake
Pip’s job
The fight
The kiss
• The village: Pip is bound
Celebration dinner
• The forge: apprenticeship
Shame
Joe
Aim: How is Pip’s conflict reflected in his time between Satis House and the forge?
pp. 82, 94, 106
Discuss: What is Pip’s conflict?
• Pip’s conflict is that he wants to find a path away from home in order to escape his social class, but he doesn’t know how to gain the money or education—In both school and social conventions—to fit in with high class society.
• Pip wants to escape his social class, but he doesn’t want to feel guilty for leaving Joe; this internal struggle is reflected in Pip’s thoughts about whether his future will be spent in the forge or the life represented by Satis House.
Instructions:
1) Read the quotes: pp. 82, 94, 106
2) For each quote, explain what particular element of the conflict is represented
3) Make a chart in your notes:
Quote-Context-Conflict
4) Find short phrases within each longer quote and explain how each reflects the conflict
5) How do the quotes reflect the conflict?
Lesson Outline with Time Allocations:
(the lesson activity for learning, which includes the Aim, Do Now or motivating question, a possible plan for modeling, and no fewer than 3 developmental/pivotal questions)
Aim: How is Pip’s conflict reflected in his time between Satis House and the forge?
Do Now: What are the new characters and plot events in assigned chapters?
Essential Question(s):
• How does Pip’s character develop over the course of the novel?
• How does Dickens use satire to critique the way adults treat children and disparities in society in general as pertain to the British class system of the 19th century?
• How does Dickens use mood to mirror Pip’s character growth?
• What is the role of setting in the novel?
Activities & Assessments:
How is Pip’s conflict reflected in his time between Satis House and the forge?
pp. 82, 94, 106
Discuss: What is Pip’s conflict?
The two sides of Pip’s conflict are represented by Satis House as a place he dreams of belonging and Mrs. Joe’s; a place he now feels he does not belong. SWBAT connect specific evidence from text with this central conflict.
Activities:
1) Students read the quotes: pp. 82, 94, 106
2) Discuss with a partner: For each quote, explain what particular element of the conflict is represented
3) Class discussion of the first quote: help students pick out a key phrase
4) Students make a chart in notes: Quote-Context-Conflict. Put each quote in context, discuss and write about it individually.
5) Find short phrases within each longer quote and explain how each reflects the conflict
6) Circulate ensuring that all students understand and are able to complete task
7) Exit Ticket: Write a sentence describing Pip’s central conflict as it appears thus far in the story.
Homework:
1) Reading chapts. 15 through 17