Ms. Santiago out Friday

Ms. Santiago is out Friday, October 30th.

Homework: Finish taking notes from the Google Slide Presentation

Macbeth 1.3

Do now: What do you know about William Shakespeare?  List two things

Objectives:

• use available technology to research important people, places, and events from Elizabethan England and medieval Scotland
• work effectively in groups to create a Google Slides presentation
• Jigsaw information into concise notes
• effectively contribute to ORB book group

Agenda:

1. do now

2. Groups of three: download "Research assignment- Elizabethan People and Places notes" handout

• In groups of 3, research your ONE assigned person, place, or event.  
• Take notes your topic (bullet points are fine). Remember: we are providing a brief overview of the topic, not writing a graduate school dissertation-- 3-5 bullet points are sufficient!
• In the class’s shared Google Slides Presentation, add your information to the slide (you may change the font/size/color of your slide- do not change other slides in the presentation!)
• Include at least one appropriate image to the slide.
• At the bottom of the slide, include a link to the websites referenced

3. When class is finished, take individual notes on all the categories in the notes sheet (finish for homework, if necessary)

4. Close reading of Act 1.1: annotate the scene. Identify diction that contributes to tone/mood.

5. Draft an assertion statement that follows the template: "Shakespeare uses ______ diction to contribute a ______________ tone"

6. Socrative: based on the opening scene, make one prediction about the play

7. ORB book group

8. Summarizer

HW: Finish taking notes from the Google Slide Presentation

Macbeth 1.2

Do now: Submit your TFA essay via the essay submission form (at the top of this blog).  MAKE SURE THE DOC IS IN YOUR STUDENT FOLDER, OR I WILL NOT BE ABLE TO ACCESS IT.

Do now: Have you ever acted on stage?  If not, would you?  Why/why not?

Objectives:

• become comfortable using Shakespeare’s language
• practice word and line tossing to understand how acting requires a connection between verbal and physical actions
• preview the plot of Macbeth

Agenda:

1. do now

2. Review games activities

3. word/ball toss

4. milling and seething, 

5. 30 second Macbeth!

4. Summarizer

HW: read ORB for Book Group THURSDAY

TFA 6.1

Do now: What is one concern you have about completing this essay for Wednesday?

Objectives:

• respond effectively to a peer's outline
• draft body paragraphs for the larger essay

Agenda:

1. do now

2. Find a partner: complete the outline evaluation and share with partner

3. Work time: draft body paragraphs

4. Summarizer

HW: Full 5 paragraph essay due Wednesday

TFA 5.4

TFA 5.4 FRIDAY

Do now: Regarding the essay: what are you most concerned with?

Objectives:

• draft and self revise a 5 paragraph essay
• review the writing expectations

Agenda:

1. do now
2. Work time- draft essay
3. 3. Summarizer

HW: Essay due on Monday (in Google Drive student folder)

TFA 5.3

TFA 5.3 THURSDAY

Do now: What was the most difficult aspect of the outline?  Why?

Objectives:

• effectively peer edit a partner’s outline
• receive revision suggestions and revise accordingly
• draft effective body paragraphs

Agenda:

1. do now
2. Peer edit- share your outline with a partner, complete the peer evaluation, then discuss with your partner
3. Revise the outline as needed
4. Create a new google doc entitled (TFA Essay) and begin drafting!
5. Summarizer

HW: Work on essay.  Essay due MONDAY.

Thursday's schedule

Thursday, October 22th
Teacher Breakfast (9:45AM)
Delayed Opening - All Grades
A4/B4 (Yellow)	10:35 AM	11:05 AM
C4/D4/E4 (Pink)	11:08 AM	11:38 AM
F4/G4/H4 (Green - ELA/Hist/Math)	11:41 AM	12:11 PM
F4/G4/H4 (Green - Sci/FL/FPA/PE)	12:14 PM	12:44 PM
I4/J4 (Orange 1/2)	12:47 PM	1:17 PM
K4/L4 (Orange 2/2)	1:20 PM	1:50 PM
M4/N4/O4 (Purple)	1:53 PM	2:25 PM

TFA 5.2

TFA 5.2 WEDNESDAY

Do now: what topic are you thinking about for the essay?

Objectives:

• understand the requirements of the essay assignment
• review the characteristics of an effective 5 paragraph essay
• draft thesis statements that contain a how, why, and so what
• brainstorm 3 subtopics and draft topic sentences

Agenda:

1. do now
2. Clarifying questions
3. Draft thesis statements-check with Ms. Santiago
4. Begin to complete the “Santiago TFA Outline” (you will need to make a copy of this document or copy/paste it into a new google doc)
5. Summarizer

HW: Complete the outline for Thursday- you will peer edit the outline.

TFA 5.1

TFA 5.1 Monday

DO NOW- prepare for seminar by reviewing your notes

Objectives:

• draw thematic connections between Achebe’s Things Fall Apart and three poems in a group discussion, both in-person and online.

Agenda:

1. Do Now
2. GROUP 1: poem 1 (15)- The  White Man’s Burden
3. GROUP 2: poem 2 (15)- The Black Man’s Burden
4. GROUP 3: poem 3 (15)-  The Second Coming

Remember:

• Please bring in students who have not had a chance to speak.  
• Participate, but do not dominate, the discussion.  
• Use TEXTUAL EVIDENCE to support your ideas when possible.

5. When in outside group, join a todaysmeet.com either: todaysmeet.com/10Hgroup1 OR todaysmeet.com/10Hgroup2

6. Summarizer

HW: Download and read the “Santiago TFA essay” handout.  Come to class with at least one possible topic

TFA 4.4

TFA 4.4

DO NOW: Review your 3-2-1 Reading Journal to prepare for discussion of last night’s reading

Objectives:

• evaluate how well a passage contributes to Achebe’s counter-narrative to the “single story” of colonial Africa.

Agenda:

1. Do Now
2. Discuss chapters 23-24.   (10 minutes)
3. Close-Reading, Ch 25 - you will take notes as you read

• Work independently on the annotations for 15 minutes. This gives you time to examine the text up close. How and why does the narrative voice change so dramatically?

4. Group discussion:

1. In your opinion, does Achebe successfully create a counter-narrative to the colonialist “single story”? If so, how does he accomplish this?
2. Why does Achebe give the last word to the colonialist?  
3. Why does Okonkwo kill himself?
4. What is the irony of both Okonkwo’s and the village’s focus on strength and stability?

5.  (if time) Begin Crash Course TFA Part 1

HW: 1. Prepare for the poetry Socratic Seminar in our next class. Bring your notes to class for the seminar. Please remember to review the Rubric for a Socratic Seminar

TFA 4.3

DO NOW: Review with a partner (5 min):

1. For how many years is Okonkwo away from his clan?
2. Who does Okonkwo call a “great abomination”?
3. Who does Okonkwo wish was a boy?
4. Who is Ogbuefi Ugonna?
5. What is the role of the District Commissioner?
6. Why is money flowing into Umuofia?
7. What is the name of the first white preacher in Umuofia? The second?
8. Name 1 sacred rule that Enoch violates.
9. Why does the first preacher leave his flock in Umuofia?
10. What do the egwugwu do at the end of ch 22 in response to one of Enoch’s violations?

Objectives:

• identify  reasons for  Christianity’s spread in Igboland.

Agenda:
1. do now

2. Discussion ch 20-22- 10 minutes/3-2-1 journal/predictions

3. Discuss: Respond to the final paragraph on p 176- “The white man is very clever. He came quietly and peaceably with his religion.  We were amused…and we have fallen apart.” (176)

4. Individual: Reading SS poems/ begin annotations

5. ORB- silent reading

6. Summarize: What are some of the reasons Christianity is taking such a strong hold over Igboland?

HW- Read Ch 23-24 + 3-2-1 Discussion Journal;  thoroughly annotate the three Socratic Seminar poems- we will have a graded discussion on MONDAY.

TFA 3.4 FRIDAY

TFA 3.4 FRIDAY

DO NOW: Please respond to one of these in a paragraph in google doc (10 minutes):

1-You are a Christian missionary visiting the land of the Igbo in the 1890s, the same time period as Things Fall Apart. Describe your mental processes throughout a day of spreading your religious beliefs to the native peoples of Igbo-land  OR...

2-You are an Igbo teenager who is exposed to Christianity for the first time. Describe your mental processes throughout a day in which you witness Christian missionaries spreading their religious beliefs to your friends/family in the village.  

Objectives:
---write from different perspectives;
---analyze the influence of missionaries on Igbo village life

Agenda:

1. do now
2. Take notes on his points as Achebe discusses TFA: http://www.youtube.com/watch?v=JHF_w0gkyiI
3. Discussion: 17-19 – groups. (10)

- discuss the last three lines on p 153.

- What does the old man of Mbanta fear for the next generation? (167)

- How is the church winning converts? What about Igbo society is making this possible? Why does Nwoye convert, knowing his past experiences?

4. Summarizer: reflect on the problems inherent in missionary work.

HW = ch 20-22 + 3-2-1 Discussion Journal; download Soc. Seminar poems to your TFA folder in notability

TFA 3.1 THURSDAY

DO NOW: Discuss “Open Letter to King Leopold” w/your group- what were some of the tactics used by European colonialists to take advantage of the people of the Congo? (5)

Objectives: debate the morality of religious colonialism.

Agenda:

1. Ch. 14-16- Group Discussion- 10 minutes
2. Sharing main topics of interest/ observations

3. http://www.youtube.com/watch?v=OJe1W_HIWmA (colonialism)

4. Achebe’s grandfather welcomed the Christian missionaries into his Igbo village, and Achebe’s father was a church teacher.  Achebe says “All this is part of my inheritance...and I try to interpret all of it.”  How do you think Achebe feels about the coming of the missionaries into Igbo villages?

5. DISCUSS:

Is it morally justified (is it right) for one religion or culture to actively attempt to convert (persuade to change) another people away from their original religion/culture, as seen in TFA?

YES/NO-  why? Write your response down (2 min).

6. Summarizer: What do you think now about the debate question? Have your reasons/thinking evolved?
7. ORB

HW: Read ch 17-19 + 3-2-1 Discussion Journal for next class

TFA 3.1 WEDNESDAY

TFA 3.1

DO NOW: review your 3-2-1- Reading Journal to prepare for discussion (2 min)

Objectives:

• identify literary conventions from different cultures and analyze their influence on the literary work as a whole.

Agenda:

1. Discussion of observations from chapters  11-13. (10 min); -Sharing main topics of interest:

a. How might the story about Tortoise and how he got his broken shell be related to the coming of the colonialists?

2. Franklin’s Essay on Achebe- small group discussions- Quote selection/circular discussion.  

1. Language and Conventions Graphic Organizer

- use examples from the book and from Franklin’s article to fill in the chart with your group.

3. Summarizer: What are some of the benefits and limitations of Achebe’s use of Igbo and western literary conventions in the novel?

HW: Read Part 2 Ch 14-16 + 3-2-1 Discussion Journal ; read/annotate article “Open Letter to King Leopold” in TFA folder