English 9--5/2/2014

Jump Off (THINK) (10-12 mins.)
--A study of the play "Trifles" is not complete without realizing/considering the following:

• Mrs. Wright killed Mr. Wright.
• Though a crime story, this play is ultimately about stereotypes.
• In order to develop the theme of stereotypes (help readers come up with a theme statement about stereotypes), author Susan Glaspell purposefully uses the following literary elements and devices:
• setting
• symbolism
• irony

--For the first ten minutes of class, complete the following quietly and independently:

• Read page 773 of the play (sorry--not sure how this page got left out of the story packet last class!)--MR. MARTIN RETURNS TICKET-OUT-THE-DOOR HALFSHEETS FROM LAST CLASS
• Look at your Ticket-Out-the-Door--what helpful information can you share with the rest of the class (especially those of you who successfully "solved" the crime)?
• Come up with an idea to share with the rest of the class about any of the following: stereotypes in the play, a potential theme statement for the play about stereotypes, the setting of the play and why it matters, potential symbols in the play and why they matter, and/or examples of irony in the play and why they matter.  Write your idea(s) on the back of your Ticket-Out-the-Door halfsheet.

S. the C. (8-10 mins.)
--agenda/rationale/HW
--PAIR:

• with a neighbor (assigned by Mr. Martin), briefly share what you came up with during the Jump Off as practice for the forthcoming discussion

Discussion -- Susan Glaspell's "Trifles" (15-20 mins.)
--SHARE (whole-group)--discuss the Jump Off via a drawing of cards--Mr. Martin will write notes on the front board, and you are strongly encouraged to copy said notes into your notebooks!

Transition (2 mins.)
--Pick up the "Trifles" extension activity document from the front table.

Extension Activity -- Susan Glaspell's "Trifles" (25-30 mins.)
--The following block of time is intended to more deliberately "attack" the topics discussed during the first part of today's lesson.  In order to aid in the completion of the extension activity, groups of three will be formed via a drawing of cards.  However, if you would prefer to work alone, that is fine--simply politely let your peers know.  You have until 15 minutes remain in class to work through as much of the document as you can in order to help you complete today's closure task, which will then be collected and scored.  Ultimately, today's entire lesson is meant to prepare you for writing your Dragonsong Unit Final Essay (even if you don't use "Trifles" as your second work!).  Good luck!
--form groups
--mindful work time--DURING THIS TIME, MR. MARTIN WILL MEET WITH STUDENTS ABOUT THE DRAGONSONG UNIT FINAL ESSAY--WHAT IS YOUR ROUGH QUESTION AND/OR THESIS STATEMENT?

Transition (2 mins.)
--Pick up the halfsheet titled "Dragonsong Unit--'Trifles' Discussion/Extension Activity Ticket-Out-the-Door" from the front tabel--this is today's exit ticket and needs to be completed quietly and independently before you leave.
--Re-column the desks.

Closure -- Ticket-Out-the-Door (12-15 mins.)
--Leave your halfsheet on your desk when class ends.

HW
--Continue thinking about/preparing for writing your Dragonsong Unit Final Essay.

--Over the course of the next few weeks, we will continue dealing with additional unit material (e.g., Mulan, poetry, etc.) that can be used as the second work in your essay. One of your purposes when viewing, reading, etc. will be taking notes and detail-hunting through the lens of your essay idea.
--YOU MUST BRING YOUR DRAGONSONG BOOK TO CLASS EVERY DAY BETWEEN NOW AND THE END OF THE DRAGONSONG UNIT. IF YOU DO NOT HAVE YOUR BOOK, EXPECT CONSEQUENCES FOR LACK OF PREPARATION.
--BRING YOUR VOCABULARY BOOK TO CLASS DAILY. YOU NEVER KNOW WHEN YOU MIGHT NEED IT!
--Enjoy the weekend--you only get so many of 'em!