English 10--10/3/2019 & 10/4/2019

Jump Off (1-2 mins.)
--Block 1 ACE: Please take out your document with pictures of animals from last class block.  Please recall that the following questions was posed: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?  Expect to continue brainstorming/sharing, and expect me to ask the "why?" question often!
--Block 2 BDF: On your desk, you should find a copy of a document with pictures of animals on it.  Today, we will consider the following question together: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?
--Block 4 BDF: On your desk, you should find a copy of a document with pictures of animals on it.  Today, we will consider the following question together: What does each animal/group of animals suggest to you/what might each animal represent within Orwell's novella?  Before we do so, however, we need to briefly go over the "allegory" section of your notes page from last class block, so please access the sheet in your binder!

S. the C. (5-8 mins.)

--Reminder: Beginning with the end in mind-the essential questions explored throughout the entirety of the course:

Why do people do what they do, say what they say, etc.?  What are human beings really like?  What is your "why?", and how is it related to your observations about/understanding of human nature?

--FYI: Beginning with the end in mind--our ultimate purpose for reading George Orwell's Animal Farm:

End-of-Unit Writing Assessment Prompt:

Write a text-based, grammatically sound, tightly-written response of two paragraphs.  In your response, discuss Orwell's characterization of at least one important character.  Then, analyze/explain how Orwell's use of characterization helps develop a theme statement (central idea) drawn from the novel.  Considering the following question might help when crafting a theme statement: What seems to be George Orwell's "thesis" about human nature/why people do what they do, say what they say, etc. as revealed in the story he tells?  Use strong and thorough textual evidence spanning the entire text, and make sure that you reason through your evidence by tying back to your claim(s) often.  Good luck!  

--You should leave class today...

• with some ideas about Animal Farm (e.g., what some of the animals as characters might represent) and a "game plan" for actively/purposefully listening to the novella
• having actively/purposefully listened to/discussed most (if not all!) of Chapter 1 of Animal Farm
• having (maybe?) demonstrated to me your ability to apply the definition of "allegory" to Animal Farm (informal assessment)
• with a better understanding of (and appreciation for?) some of the classmates with whom your share Room 203.

--agenda/HW

Block 4 BDF: Old Business -- Allegory as a Literary Terms

Notetaking/Activity (cont.) -- Animal Farm Unit--Allegory as a Literary Term and Symbol Inferences (Pre-reading) (10-15 mins.)
--SHARE: (continue) "dump(ing)" potential meanings for each of the pictures on the SMART Board/engage in discussion
--Closure

• Based on some of the inferences we just made, what should we do as part of our active/purposeful reading of George Orwell's Animal Farm (the novella that you will begin listening to/studying TODAY!)?

Transition (1-2 mins.)
--Please take out your notebook, draw a line underneath your last notebook entry, date the page in the righthand margin (10/3/2019 [ACE] or 10/4/2019 [BDF]), and label this section of your notes "George Orwell's Animal Farm--Chapter 1."

Read-Aloud -- George Orwell's Animal Farm (20-25 mins.)
--active/purposeful listening tasks assigned:

Chapter 1--Characterization Task

• What is/are __________ "like"?  Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?
• Mr. Jones
• Mrs. Jones
• Old Major (a pig)
• Bluebell (a dog)
• Jessie (a dog)
• Pincher (a dog)
• the pigs
• the hens
• the pigeons
• the sheep
• the cows
• Boxer (a horse)
• Clover (a horse)
• Muriel (a goat)
• Benjamin (a donkey)
• the ducklings
• Mollie (a horse)
• the cat
• Moses (a raven)
• the rats

Chapter 1--Theme Task

• What themes do you see emerging?  Consider using the following "pathways" to determine emergent themes: characterization, conflict, and repetition.

--THINK: oral reading of Chapter 1/notetaking

• Jot down notes in your notebook as per your assigned task!

Closure #1 (10-15 mins.)

--PAIR share
--whole-class SHARE-out

• share conclusions drawn about characters, theme words, etc.

Closure #2 -- "_____ might symbolize _____ because..." (5-10 mins.)

Teambuilding Activity -- Artifact Bags (remainder of class [time permitting])
--I hand a paper bag to a random student--he/she then displays items from the bag one at a time, briefly describing what he/she is seeing

--guess who?!

--owner of bag further describes, explains, shares anecdotes, etc. as a form of introduction to teacher(s)/peers

--REPEAT THE PROCESS...

HW (Practice/Take-Home Assessment/Class Preparation)

--ACE class: Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM TONIGHT (THURSDAY, 10/3).  (See the "English Department Membean Routine" sheet.)
--All classes: Complete another round of Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM next Thursday (10/10).  (See the "English Department Membean Routine" sheet.) 
HW (Class Preparation)
--Please read at least 10 pages of your free reading book between now and next class.  ALWAYS BRING YOUR FREE READING BOOK TO CLASS!  I will be checking your books in the near future!
Miscellaneous
--Enjoy the weekend--you only get so many of 'em! :)

On the backburner:

• "Free Reading Course Component--Overview Document"
• High school library for additional book surfing time
• Introducing ThinkCERCA/Article of the Week purpose, framework, etc.
• Adding to "Interest Inventory"--selecting an initial research topic