World Literature
Week 2
Do Now: Tuesday, September 8th, 2015
• SSR
15 minutes
Objectives
•
SWBAT identify the differences between the following types of sentences:
simple, compound, complex, compound-complex.
•
SWBAT use sentence formulas in an effort to correctly punctuate complex
sentences.
•
SWBAT characterize main characters from Bambara’s, The Lesson.
With a partner, give an example sentence
for each:
1. Comma
2. Conjunction
3. Coordinating Conjunction
4. Subordinating Conjunction
With a partner, give an example sentence
for each:
1.
Comma: I like to cook pasta, seafood, and poultry.
2.
Conjunction: The car was black and gray.
3.
Coordinating Conjunction: Math is a great subject, but English
is better.
4.
Subordinating Conjunction: While I cleaned the bathroom, my
brother watched television.
10 Sentence Formulas
IC = Independent Clause (Subject and Verb)
DC = Dependent Clause (Either an S or a V)
FB = Fanboys
CA = Conjunctive Adverb
Simple
Compound
Complex
Compound-Complex
IC
IC, FB IC
DC, IC
DC, IC; CA, IC
IC;IC
IC DC
DC, IC; IC
IC; CA, IC
DC, IC DC
DC, IC, FB IC
Simple & Compound Sentences
•
Simple : Complete sentence that contain an
independent clause.
John went to store.
•
Compound: Complete sentence that contains 2
independent clauses.
John went to the store; however, it was closed
when he got there.
Complex & Compound Complex Sentences
•
Complex : Complete sentence that contains an
independent and dependent clause.
Because we were out of milk, John went to store.
•
Compound- Complex: Complete sentence that
contains 2 independent clauses and one
dependent clause.
Because we were out of milk, John went to the
store; however, it was closed when he got there.
Practice Identifying
•
Complete practice handout.
Practice
•
Using the 10 sentence formulas chart. Create a sentence that xtarts off as a
simple sentence but makes its way to become a compound-complex
sentence.
•
Example:
•
Simple: John went to store.
•
Compound: John went to the store; however, it was closed when he got there.
•
Complex: Because we were out of milk, John went to store.
•
Compound Complex: Because we were out of milk, John went to the store;
however, it was closed when he got there.
Let’s Try one together
•
Simple:
•
Compound:
•
Complex:
•
Compound Complex:
Exit Slip
•
Complete have sheet at the bottom of the handout.
Characterization
is the process by which the writer reveals the personality of a character.
Characterization is revealed through direct characterization and indirect
characterization.
•
Direct Characterization tells the audience what the personality of the
character is.
•
Example: “The patient boy and quiet girl were both well mannered and did not
disobey their mother.”
•
Explanation: The author is directly telling the audience the personality of
these two children. The boy is “patient” and the girl is “quiet.”
•
Indirect Characterization shows things that reveal the personality of a
character. There are five different methods of indirect characterization.
STEAL
Speech: What does the character say? How does the character
speak?
Thoughts: What is revealed through the character’s private thoughts
and feelings?
Effect on others toward the character.: What is revealed through the
character’s effect on other people? How do other characters feel or
behave in reaction to the character?
Actions: What does the character do? How does the character
behave?
Looks: What does the character look like? How does the character
dress?
Characterization
Direct:
•
With your partner, give two examples of direct
characterization of one character from the text. (3
minutes)
Indirect:
With a partner, complete the indirect process for Miss
Moore.
Answer the following question:
•
How does Bambara indirectly characterizes Miss Moore ?
Homework: The Lesson Discussion
Preparation
Good readers often reread in an effort to truly understand the author’s intent.
That being said, tomorrow, we will use our class time to discuss Bambara’s
message she intended to portray about each of the following topics:
•
Race
•
Gender
•
Social Class
Homework: Gathering notes
•
Reread your annotations and/or the text to find things in relation to each topic.
•
Develop questions you have about the text in regards to each topic.
•
Create a claim about each of the topics
•
Identify similarities between the setting of The Lesson and today. Are things
different? Are hey the same?
Do Now: Wednesday, September 9th, 2015
•
Complete Grammar Handout (Participation Points)
Turn & Talk
• What
is the difference between a
discussion and a debate?
Answer:
• debate (persuasion, prepared rebuttals,
clear sides)
• discussion (inquiry, responses that grow
from the thoughts of others, communal
spirit)
Socratic Seminars:
•
Origin: 2400 years ago by Socrates, the Greek philosopher
•
Purpose: Socrates believed that “lecture was not an effective method of
teaching all students”. He also believed that students learned best through
experiences and conversation amongst peers.
•
Goal: Work cooperatively to construct meaning from what you have read and
avoid focusing on a ‘correct’ interpretation of the text.
Socratic Seminar: What stands out?
The Socratic seminar is a formal discussion, based on a
text, in which the leader asks open-ended
questions. Within the context of the discussion, students
listen closely to the comments of others, thinking
critically for themselves, and articulate their own
thoughts and their responses to the thoughts of
others. They learn to work cooperatively and to question
intelligently and civilly. (89)
Socratic Seminar: What stands out?
The Socratic seminar is a formal discussion, based on a
text, in which the leader asks open-ended
questions. Within the context of the discussion,
students listen closely to the comments of others,
thinking critically for themselves, and articulate their
own thoughts and their responses to the thoughts of
others. They learn to work cooperatively and to
question intelligently and civilly. (89)
What does…
It look like?
•
Students are actively participating
•
Taking notes
•
Making eye contact
Sound like?
•
Speaking loud and clear
•
Asking questions to push thinking
•
Text based conversation
•
Adding on to what others are saying
•
Disagreeing in an effort to build
Toni Cade Bambara’s The Lesson
•
Socratic Seminar Questions:
What do you think this text means?
What role does gender play in the text?
What does Miss Moore represent?
How does social class contribute to the overall meaning of this text?
Is Sylvia a dynamic( capable of change) or static (stays the same) character?
What is the effect of the language in the story?
Bonus: How does Bambara evoke a sense of sympathy for the people enduring the
poverty and filth in Sylvia’s neighborhood through her descriptions of the
relationship of the winos and the newly arrived families from the South? Discuss
the period at which “The Lesson” was written, post civil rights, during Vietnam, and
what that moment was like for working-class African Americans.
Reflection: Answer two of the following
questions.
•
At any point did the seminar revert into a debate/discussion rather than
dialogue? If so, how did the group handle this?
•
What evidence did you see of people actively listening and building on others'
ideas?
•
How has your understanding of this text been affected by the ideas explored
in this seminar?
•
What would you like to do differently as a participant the next time you are in
a seminar?
Homework
•
Sentence Structure Handout (HW Grade)
Do Now: Thursday, September 10th, 2015
• SSR
20 minutes
Objectives
•
SWBAT complete an in-class writing assignment.
•
SWBAT practice and familiarize themselves with an OER Rubric.
Timed Writing (40 minutes)
•
Using Toni Cade Bambara’s short story, The Lesson, write a well written
response in which you analyze how Bambara uses techniques such as
language, tone, and diction to relay a specific message. Be sure to identify
the message and use evidence to support your claim.
•
The Rubric is on hand if you need it.
Do Now: Friday, September 11th, 2015
• Clear
your desk of everything except a
pen/pencil.
Objectives
•
SWBAT show mastery of sentence variety.
•
SWBAT practice peer editing for in-class writing assignments.
Mastery Quiz (10 points)
•
10 minutes
Peer Editing
•
Complete Peer Editing Checklist using yesterday’s timed writing.
•
Due at the end of class.