--Pick up an index card from the front table. Write your name at the top.
--Take out your copy of Roland Barthes' "The Death of the Author." As we spend the first few minutes of class reviewing our conclusions from last class about the first paragraph of the essay, add to your annotations.
S. the C.
--The following students, if curious about their CWPs, should see Mr. Martin briefly after class:
- Walter White
- Red Fox
- Mr. Potato Head
- Erin Ravioli
--share the PowerPoint slides titled "Conclusions Drawn from the First Paragraph of Roland Barthes' 'The Death of the Author'"
--Form a circle out of the desks.
--Bring your copy of "The Death of the Author."
Discussion -- Roland Barthes' "The Death of the Author" (1967)
--engage in discussion about the second paragraph (e.g., Back to what does the vague pronoun "it" in the first sentence refer? Why is "narrated" italicized? Etc.) via a modified version of the protocol:
- one contribution minimum/two contributions maximum today--second contributions cannot be shared until all have contributed once :)--contributions assessed via the "Discussion Contribution Rating Scale"
Brain Break -- The Shoe Game
Think-Pair-Share -- Roland Barthes' "The Death of the Author" (1967)
- Quietly and independently close read the third paragraph of Barthes' essay ("Though the sway of...say, to exhaust it."), and be prepared to discuss your observations, thoughts, questions (and answers), etc. formulated when "talking to the text."
- In pairs, discuss your observations, thoughts, questions (and answers), etc. formulated during the "Think" portion of the activity--improve your own annotations based on discussion.
- Form a circle out of the desks again.
- Continue engaging in discussion using the same protocol as earlier in the class block.
Transition -- re-row the desks
Closure -- T-O-D
Closure -- T-O-D
--On your index card picked up during the "Jump Off," respond in two-three detailed, explanatory sentences to the following question: What from today's lesson resonated with you?:
- You must deftly use a Unit #6 vocabulary word somewhere within what you write. Underline the vocabulary word.
*Hand your index card to Mr. Martin before leaving.*--Close read the fourth and fifth paragraphs of Barthes' essay ("The removal of the...into question all origins." and "We know now that...is lost, infinitely deferred."), and be prepared to discuss your observations, thoughts, questions (and answers), etc. formulated when "talking to the text."