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English III 6.17: TEWWG Ch. 15-16

Unit 6 - Changing Gender Roles
by

Jason Eiben

on 12 January 2015

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Transcript of English III 6.17: TEWWG Ch. 15-16

Partner Reading:
Passage __
Complete your chapter notes for chapters 15 and 16, which are due tomorrow for homework! These notes will be useful for the midterm!
VIII. Partner Work
HW: Ch. 15-16 notes
I. Do Now
II. Review - Ch. 13-14
III. Listening - Ch. 15-16
IV. Chapter notes
I. Aim & Work
Agenda HW Reflection
III. Unit Goals
IV. Class Notes
V. Sample Work
Do Now
Seminar 8A (TTTC)
VIII.
USE YOUR TIME WISELY - BE PRODUCTIVE!
Partner Reading
+
- Shallow quote interpretation on HW

- Low energy for conversation participants (the conversation will not be interesting if no one has anything to say!)
-
Students who are not prepared for tomorrow's seminar (5 quotes and analysis to answer 5 questions) will earn detention!
"Library Quiet"
- Nice job using the concrete examples to figure out philosophical ideas

- Notes have been useful for many students on the response quizzes
Resource Packet
- Bright yellow (so you can find it easily)
- You can make your own copies from Google Docs
- You are allowed to use an un-edited or annotated copy of it on any test or quiz!
1) Independently:
- read the rubric
- re-read the essay
- determine a score


2) With a partner:
- discuss what score you gave it & why
How do you think your summer essay compares?
HW Reminder:
Sign and have your parents sign the course guide contract.
*Copies are in Google Docs!
Exit Ticket:
Independent Reading Survey
Take out your book and your chapter notes for Chapter 14 (if they are not complete, start them now!)
A contract is...
A good intro includes:
1) Hook
2) Context
3) Conflict
4) Thesis
An agreement made by two or more parties, usually establishing the rules for an exchange of goods, services, or information.
When you write an introduction to an essay, you are creating a contract with your reader!
Make it clear that your topic is important or interesting.
Explain where the topic or texts come from (historical or cultural information).
Explain what people do not understand, or what problem most people might have with the topic or texts.
Tell your reader what you will prove, and how you will prove it.
Intro Quick Check:
1) What is this essay going to be about?
2) Why should I care about this topic?
3) How will reading this essay help me?
4) How will the author accomplish this task?
Black - Copy these
Blue - Paraphrase
Red - Do not copy directly
What the colors mean:
Sample Intro - "Taking Notes"
I want people to understand why it is important to take notes, but if my contract is not clear or engaging, no one will read it!
Take out your copy of the summer essay
If you shared it on Google Docs, it has been printed for you.
If you are a fool and didn't bring one or write one at all, get started now!
"Library Quiet"
Response
Pages 4-9 of "Sweat"
When the time is up, we will share our answers!
If your reader doesn't understand or like the contract, they will stop reading!
Independent Reading Expectations
1) Find texts that interest you
2) Bring texts with you every day
3) Read inside and out of class
4) Don't talk
5) See #4
You will lose credit for today's reading if you:
talk, sleep, or don't read
Body Paragraph
Thesis Statement
1) Find evidence related to topic
5) Make your claim about how the text shows the author's idea
4) Figure out what the author is trying to say in this evidence
3) Analyze literal and figurative meaning
2) Figure out context
Body Paragraph
1) Find evidence related to topic
5) Make your claim about how the text shows the author's idea
4) Figure out what the author is trying to say in this evidence
3) Analyze literal and figurative meaning
2) Figure out context
Body Paragraph
1) Find evidence related to topic
5) Make your claim about how the text shows the author's idea
4) Figure out what the author is trying to say in this evidence
3) Analyze literal and figurative meaning
2) Figure out context
1) Write your body paragraphs about the topic
2) Decide - what do these body paragraphs add up to say about the topic?
3) Write a sentence that says what you will prove, and what you will analyze to prove it!
Sample
BP1)
BP2)
BP3)
Topic: Masculinity in The Odyssey
At the start of the story, Odysseus is characterized as...
Odysseus' conflict with Poseidon suggests that...
By defeating the suitors, Homer implies that Odysseus....
Thesis:
Independent Writing Non-Starters:
3) "I don't know how to _______" - use the yellow resource packet (it has a step-by-step breakdown for all parts of an essay!)
Mr. Eiben will not edit your essay for you. Remember, this essay was the summer assignment, and we have had two weeks to continue working on it!
1) "Can you read this?" - he can, but he won't
2) "Is this good?" - if you have to ask, probably not. If you think something is wrong, fix it!
Unit 2 Debate / Task 2 Prompt
Should the United States continue its celebration of the Columbus Day holiday?
Students will debate this question on Thursday, the notes for this debate will be the basis for your essay that is due next Monday.
Debate Format: Seminar-style discussion. Students must have evidence ready to support both sides of this topic.
Counter Arguments
People will not listen to you if they think you are ignoring their point of view. A counter argument helps you to turn a skeptic into a supporter...
You: I had an interview so I didn't go to detention.

Dean: So you admit you skipped detention. Now you have double time.
One might argue that...

Evidence

However...

Evidence


Justification

You: I understand that I had detention on Friday, but I had an interview for a scholarship. I know that it is important for me to be responsible for my choices, but I couldn't reschedule the interview and it was more important for me to be there.

Dean: OK, I get it, next time tell us before detention so that we can reschedule.
Louise's friendship with Carrie has a positive impact on her self-image.
Such an argument might be supported by Carrie's attempt's to get Louise to lose weight, saying "I want you to be loved the way that I love you."
this argument mistakes Carrie's good intentions with a positive change in Louise's life.
Despite the fact that Carrie wanted Louise to be happy, Louise later remembers this time as "the worst year of her life."

If Carrie truly had a positive impact on Louise's self-image, Louise would remember this as a time of positive struggle. Instead, she implies that it was a mistake to follow Carrie's advice. As a result, it is inaccurate to argue that Carrie's support truly had a positive impact on Louise's self-image.
Discussion Expectations:
Inner Circle:
- Find evidence to explain each text/argument
- Identify and evaluate possible counter-arguments
- Take notes on your own paper

Outer Circle:
- Take notes on your own paper
- Pay attention, stay awake, don't talk

***Only explanations of the text, counter-arguments, and ideas about the prompt will earn credit!***
Prompt: Should the United States continue to celebrate the Columbus Day holiday?
Janie and Tea Cake get married and go to Jacksonville, where...



Tea Cake gets hurt...
Unit 6 Goals:
1) Perfect the essay planning and writing process

2) Introduce literary criticism as a way to explore and question a text.
Our longest unit so far - 6 weeks of class!
How does Hurston symbolically use the snake to express her attitudes about gender in society?
Goals for today's DBQ:
1) Identify the values of Puritan America

2) Examine how these values influenced their actions and choices

3) Find multiple pieces of evidence to analyze the most important values of the Puritans
Guided Annotations
Exposition
Conflict
- Where/When/Social Context
- Major characters & their traits at the start of the story
- What problem are the characters facing?
- What is the cause of this problem?
Independent Reading
Rising Action
- What events happen to the characters?
Climax
- The final showdown that makes the character address the conflict
Falling Action
- The effects of the climax
Denouement
- Wraps up remaining topics/ideas
AIM: SWBAT read and analyze chapters 15-16 of TEWWG
Seminar Question:
Symbol/Symbolic Action
Quote that describes it
What it might mean
Faith's pink ribbons
Faith stuck her head out of the doorway, "...letting the wind play with the pink ribbons of her cap."
"...something fluttered lightly down through the air and caught on the branch of a tree. The young man seized it, and beheld a pink ribbon.
'My Faith is gone!' cried he..."
Pink...


Ribbons...


Faith...


When it falls from the sky...
1) The main idea (thesis) of the document
2) At least two important, direct quotes
3) Explain how these quotes relate to the main idea

From Columbus' Journals - October 14th
"...whenever your Highness may command, all of them can be taken to Castile or held captive in this same island; because with 50 men all of them could be held in subjection and can be made to do whatever one might wish"
Columbus went to the New World for wealth, not to discover new lands. He didn't find any gold, so he decided to take slaves with him. This shows that instead of being a brave adventurer, he was actually a cruel slave master
He summarizes the writings of Bartolome de las Casas – “…over the last forty years, led to the unjust and totally unwarranted deaths of more than twelve million souls, women and children among them.” These deaths were “caused by Christians resorting to torture, wholesale slaughter, and the harshest and most iniquitous and brutal slavery”.
Bergreen – From The Four Voyages
Bergreen shows that it was not simply greedy behavior, but also evil and inhuman treatment. The Spanish did not need to torture and kill children, but they did when they got to the New World. This is one of the things that people unintentionally celebrate when they celebrate Columbus Day.
Counter-Argument: Berliner, "The Columbus Day Controversy"
Columbus discovered America “in every important respect… Columbus brought America to the attention of the civilized world, i.e., to the growing, scientific civilizations of Western Europe. The result, ultimately, was the United States of America."
Some might argue that we should celebrate Columbus for bringing the advances of European civilization to the New World. While he is right that this did lead to the eventual founding of the USA, it is inaccurate to call the murder of millions bringing "civilization" to the New World. If he says that we are celebrating the founding of the USA, we should celebrate that, not Columbus, who did things that our constitution defines as illegal and immoral.
BP1 - Columbus went to the New World because of greed, not for the adventure that people think they are celebrating.
BP2 - If you celebrate Columbus, you are celebrating his actions in the New World, including the murder of millions of natives.
BP1 - Some argue that Columbus day represents the westernization of the New World, but this is a misleading and incorrect view.
Thesis
A close examination of Columbus' journals and actions suggests that it would be more appropriate to use this holiday to remember the people whose lives were destroyed by the arrival of Columbus in the Americas.
The Prompt: Should we celebrate Columbus Day?
The Conflict: (the problem we are trying to solve)
People disagree about whether we should celebrate Columbus Day.
Why new seats?
Many of you wasted time on Tuesday...
- only 7 students have more than one paragraph in their Task 3 essays

- 10 students have still not turned in a Task 2 essay

- only 4 students have turned in Task 2 revisions
Guided Reading
1) Follow along and annotate
2) Start to answer the guided reading questions (chronological)
If you have not turned in a Task 5 or Task 6 essay, you can still turn them in until 1/23/2015!
How does Rip Van Winkle reflect the values that were important to early American identity?
Q3 - How does this story seem to value tradition and/or revolution? (#58-62)
Q1 - What do the changes in town imply about post-war America? (#29-36)
Q2 - Compare conflicts (Rip vs. wife, America vs. England) What does this imply about the young American society? (#48-57, 61)
Seminar Reflection - complete both sides, find at least two moments in the text to analyze, feel free to borrow ideas from your seminar notes!
Students who are talking instead of working will earn no credit for their seminar notes!
Sample Essay
Begin reading and annotating Documents 2-6. On loose leaf, complete annotations by identifying the following, then answer the reading questions for each document.
Reminder:
Your notes and quizzes for Their Eyes Were Watching God will be a part of your open-note midterm exam!
Students can still turn in or revise Task 5 and Task 6! Aside from these grades, the midterm is your last chance to make up significant credit!
Due Thursday: Finish reading & annotations (audience, main idea, and direct quotes from each text) and questions!
Inside: (4th Pd.) Ademoye - Lopez
(5th pd.) Allwood - Dykes

Seminar - 6 Documents
Should John Brown be heralded as a patriot, or condemned as a terrorist?
Seminar Question
What strategies does Northup employ in order to address the practice of American slavery?
Shared Question 1
Shared Question 2
Shared Question 3
What is the effect of the detailed imagery that Northup includes in this passage?
To what extent is this passage evidence of Northup's victory over the slave owners? To what extent is it evidence of defeat?
What mood(s) are created in this passage, and what elements help to create these moods?
Independent Work
You have the remainder of the class to organize your notes for next week's test, or to finish working on your Task 5 essay.
Unit 5 Test Prompt: Compare the strategies that Stowe and Northup employ in order to address the topic of American slavery?
Open notes: texts, seminar notes, graphic organizer
"Sweat" by Zora Neale Hurston
Pages 1-3
1) Annotate
2) Notes:
- 1 sentence summary

- 3 important quotes

- Explain significance of quotes

due Thursday at start of class
"Sweat" by Zora Neale Hurston
Pages 4-9
1) Annotate
2) Notes:
- 1 sentence summary

- 3 important quotes

- Explain significance of quotes
Use your annotations and complete notes (summary, 3 quotes, analysis) to write a paragraph-length response with evidence.
Example: "The Fat Girl"
Seminar Question
Inside: (4th Pd.) Malloy - Vasquez
(5th Pd.) Elliot - Williams

To what extent does Hurston's story "Sweat" reflect a changing attitude toward the role that women played in American society?
Be sure to analyze the ways that this story could both support or present a criticism of a feminist view society.
Task 6 Prompt + Seminar Topic:
Plot Arc
Exposition
Conflict
Rising Action
Climax
Falling Action
Denouement
Their Eyes Were Watching God
Flashback structure:
This story starts at the end, then flashes back to the beginning to show readers how the characters got there.
TEWWG Notes
1) Character Tracker
2) Chapter Notes:
1-2 sentence summary of the chapter
Choose 3 significant quotes (note the page number and some context)
Analyze the quotes by explaining what makes them significant and what they might imply or reveal
Sample Notes: "Sweat"
Summary: "Sweat" is a story about a woman who struggles to live with her abusive husband. She is eventually free of him when his plan to scare her with a snake backfires.
Q1 (pg 1) [after he tells her not to do laundry for white people] "He picked up the whip and glared down at her. Delia went on with her work."
Q2 (pg 7) [after he brings the snake into the house] "Ah hates you, Sykes," she said calmly... "Lay 'roun' wid dat 'oman all yuh wants tuh, but gwan 'way fum me an' mah house."
Q3 (pg 9) [after the snake bit him instead of her] "She saw him on his hands and knees as soon as she reached the door... inside she knew the cold river was creeping up and up to extinguish that eye which must know by now that she knew."
She is submissive, she just tries to ignore the problem. The whip could represent his power and violence.
She stands up for herself. Being calm shows how she is in control, and she calls it her house.
He is now submissive, on his knees. She has the power now. She leaves him to die knowing that she would not help him.
Summary:
Chapter Notes
Q1: (pg __) [context]
Q2: (pg __) [context]
Q3: (pg __) [context]
quote
quote
quote
analysis / significance
analysis / significance
analysis / significance
You are allowed to use these notes on the Midterm!
Audio Book:
1- 00:00:30
2- 00:16:15
3- 00:44:47
4- 00:54:39
5- 01:10:30
6- 01:46:45
7- 02:40:30
8- 02:50:26
9- 03:07:55
10- 03:20:13
11- 03:30:50
12- 03:51:02
13- 04:02:53
14- 04:30:36
15- 04:43:51
16- 04:48:34
17- 05:04:11
18- 05:16:19
19- 05:47:05
20- 06:35:42
Follow along with the text, mark page #'s for quotes
Chapter 13
Passage 1:
This work counts as your seminar prep homework!
Seminar: Passages 1-3
For each passage...
- what types of literary elements or figurative language do you notice?
- what do these elements seem to suggest about Janie or other characters?
- what do these insights suggest about the central conflict for the text?
Seminar Response
Counts as a 20 point quiz!
Use your notes to construct a response that analyzes multiple pieces of evidence to prove your answer to the seminar question.
SILENT, INDEPENDENT WORK!
They move to... where...


Janie learns to...


Compared to Eatonville...
Chapter 14
Listening: Chapter 15
Please have your book open and read along with the audio.
This work is crucial for being prepared for the midterm!
4:43:51
pg:
Major Assessments: 60% of total grade
Q2 Major Assessments: 500 points
Task 5, Unit 5 Test, Task 6 (100 each)
Midterm (200)
Everyone needs to take this work more seriously, especially students with missing or low essay grades.
So, the midterm is worth 200/500 (40%) of the Major Assessment category, and 24% of your entire Quarter 2 grade!
**There is no option to revise or "make up" the midterm. If you do not prepare, you will fail the test, and likely the quarter**
a distinctive, repeated feature or dominant idea in an artistic or literary composition.
Full transcript