Macbeth day

Do now: What was the last thing we watched in the Macbeth film?

Objectives:

• identify how directorial choices differ from Shakespeare's intentions
• review essay rubric and comments

Agenda:

1. do now

2. Watch film- Banquo's ghost scene, battle of Act 5

3. Handback graded essays with rubrics- discuss revision possibilities

4. If time- work on ABC presentation

5. Summarizer

HW: Presentations start Wednesday!

American Born Chinese 2.4

Do now: review Cultural Traditions Presentation assignment.

Objectives:

• identify a cultural tradition that is important to family/community
• draft a self-reflection on selected cultural tradition

Agenda:

1. do now
2. In Table groups, discuss the following questions:
   A) How would you define the narrative style, structure, characters, etc.?

B) What is the main idea/theme of novel?
C) What stereotypes can you identify?
D) inspect the structure of the plot. Is it effective that Jin tells us, his audience, his childhood story through a flashback interwoven between past and present?
E) Compare the different reactions to Jin, as far as stereotyping goes: the teacher’s, Timmy’s, Greg’s, and yours as you were reading it.
F)  Was Jin ostracized? How so? What does this mean?
G) What symbols, motifs, or other literary devices can you identify?

3. In table groups: write a method to meaning thesis statement for ABC
4. Self-managed work time: draft, ask clarifying questions, etc.
5. Review presentation schedule
6. summarizer

HW: prep your presentation!

Essay Rewrite Policy for 2016

For Macbeth: Anyone can revise.  A writing conference is not mandatory.  Original and revised grades will be averaged.

Future essays: Only students who receive an 80 or below may revise. A writing conference is required. Student must demonstrate revision changes (either in Google Docs history or by printing old and new essay and highlight changes). Original and revised grades will be averaged.

American Born Chinese 1.4

Do now: What does duality mean?  How can an individual have duality in their identity?

Objectives:

Agenda:

1. do now
2. Duality worksheet assignment
3. Groups: Answer the discussion questions
4. Class: review findings
5. Introduce the Cultural Tradition Presentation assignment/ Class reading time
6. Summarizer

HW: Finish the graphic novel

American Born Chinese 1.3

American Born Chinese 1.3

Do now: write a quick 5 minute free write on their thoughts/feelings regarding stereotypes.

Objective:

• Students will familiarize themselves with the concept of stereotypes in relation to both the introductory text and their personal experience.

Agenda:

1. do now
2. Discussion:

• What is a stereotype? What are some examples? (high school stereotypes: nerd, jock, cheerleader, punk, etc)
• How do these make you feel?
• Delve more specifically and in-depth into racial stereotypes. Why is this still such an insistent, ongoing issue even today?

3. Video clips:

• The Breakfast Club: http://youtu.be/3plxyCBZ5CI

4. When can stereotyping be offensive? (Smartboard)
5. Read pages 87-160
6. Summarizer

HW: read pages 87-160

American Born Chinese 1.2

Do now: “Novels are presented as books in linear form; picture books tell a story with text accompanied by illustrations; film works with moving images and dialogue but

graphic novels combine all these elements as a medium for storytelling. They tell a story through visual images.”

What is a graphic novel?  Can you name any? How are comic books different from graphic novels?

Objective:

• Introduce the genre of graphic novels to students through students’ self-exploration in discussion

Agenda:

1. Do Now
2. Submit essay via google submission form
3. In groups: flip through the graphic novels.Compare and contrast the visuals used, speech bubbles and language used in the various graphic novels.  Discuss the following:
1. how are these graphic novels different from traditional comic books
2. What’s the target/potential audience for each of them?
3. How’s a graphic novel different from a conventional novel?
4. Why do you think the author would have decided to write a graphic novel instead of a conventional novel in written form?
5. Discuss the author’s choice. (What’s good about visual narrative?)
6. What’s the advantage of opting to present your thoughts with graphic novels over written novels? What’s the disadvantage then?
7. - Does a graphic novel have lower literature value than a conventional novel?
4. Intro to American Born Chinese-- “The Monkey King”
1. Journey to the West handout (google drive)
2. Show different videos of “The Monkey King” to the whole class (10 minutes)
3.    http://www.youtube.com/watch?v=qSV7041mZCw (5:00)
4.  https://youtu.be/Yr5ZWYRaAyw (2:00)
5.     http://www.youtube.com/watch?v=RIcrGmxlM48 (:46)
5. Begin to read pages 1-84
6. Summarizer

HW: read 1-84

Macbeth 4.1

Do now: Find a peer editing partner (you may need to work in threes)

Objective:

• provide effective feedback on peer's body paragraphs
• revise own body paragraphs based on peer suggestions
• draft effective intro and conclusion paragraphs

Agenda:

1. do now

2. Peer edit- revise body paragraphs

3. Revise body paragraphs

4. Draft intro and conclusion paragraphs

5. Summarizer

HW: Full essay due WEDNESDAY

Macbeth 9.3

Do now: Turn to a partner and talk through your outline

Objectives:

• embed shorter quotations in sophisticated analysis
• draft body paragraphs

Agenda:

1. do now

2. Individual: embedding practice.  Select one quote and write analysis using ONLY an embedded quote

3. Pair: exchange your embedded analysis with a partner.  Read and suggest a way to revise

4. Individual: begin to draft the essay.  Sign-ups for conferences with Ms. Santiago

5. Summarizer

HW: Draft at least one body paragraph for FRIDAY

Macbeth 9.2

Do now: submit your thesis statement via the google submission form

Objectives:

• identify effective thesis statements
• organize evidence from the imagery log into 3 subtopics
• draft an outline, including effective topic sentences

Agenda:

1. do now

2. Ms. Santiago: respond to thesis statements via google submission form

3. Individual: 

• select evidence from imagery log
• organize evidence into 3 subtopics
• draft topic sentences for each subtopics
• revise thesis statement as needed

4. Summarizer

HW: Finish outline for THURSDAY

Macbeth 9.1

Macbeth 9.1

Do now: Open up your imagery log.  Review all the entries

Objective:

• identify the connotations of assigned image
• identify key quotations from the play that supports theme statement
• draft a theme statement connecting Shakespeare’s method to meaning

Agenda:
1. do now
2. Get into imagery groups. Review entries and draft a theme statement that connects Shakespeare’s use of your image to its significance to the play as a whole.
3. One pager: On a piece of easel paper:
a. on the TOP of the page, identify your image
b. on the CENTER of the page, draw one central image
c. on the LEFT side of the page, write 2-3 connotation words of that image
d. on the RIGHT side of the page, write 2 quotes from the play
e. on the BOTTOM of the page, write your theme statement

4. Gallery walk
5. Download “Santiago MB Imagery Essay”- read and ask clarifying questions
6. Summarizer

HW: Draft a thesis statement