Jump Off (2-3 mins.)
--Please pick up a copy of the "Fable as a Genre and Allegory as a Literary Term" sheet from the front table. Can you fill in any of the blanks via prior knowledge?
--The following students need to SEE ME at the end of class today with regard to the paragraph writing piece:
--Reminder: Beginning with the end in mind--the essential questions explored throughout the entirety of the course:
--Please pick up a copy of the "Fable as a Genre and Allegory as a Literary Term" sheet from the front table. Can you fill in any of the blanks via prior knowledge?
--The following students need to SEE ME at the end of class today with regard to the paragraph writing piece:
- Aidan H.
- Mason H.
- Anthony L.
- Savannah L.
- Wyatt R.
- Trey S.
- Dan S.
- Devin T.
--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 (which we will begin reading/studying next class block):
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 novella. 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...
- able to define "fable" and apply the definition to an actual fable (e.g., determine the fable's moral lesson)
- able to begin formulating and giving voice to your own ideas about human nature
- able to define "allegory" and begin to apply the definition to George Orwell's Animal Farm
- with some ideas about Animal Farm (e.g., what some of the animals as characters might represent) and a rough "game plan" for actively/purposefully reading the novella.
Mini-Lesson -- Fable as a Genre and Human Nature in Aesop's "The Scorpion and the Frog" (30-40 mins.)
--view Aesop's "The Lion and the Mouse" and complete the task at hand
--whole-class share-out so as to deepen our understanding of the term "fable"--add to your notes accordingly!
--Transition
- Pick up a copy of the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" sheet from the front table.
--THINK: After purposefully reading the directions, complete the task at hand quietly and independently.
--PAIR/SHARE
--Transition
- As soon as I set the stopwatch and instruct you to do so, you will form an alphabetical-by-first-name circle out of the desks without talking. This should take no more than two minutes!
- "Ready...set...GO!!!"
--Closure/Looking Ahead
- engage in discussion with regard to the "Fable as a Genre and Human Nature in Aesop's 'The Scorpion and the Frog'" sheet
- share (again!) 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?
--pass around the "English 10--End-of-Course Assignment 2020--VERY ROUGH DRAFT!!!" document and engage in an oral gist reading
--Q & A as per gist reading
Transition (3-5 mins.)
Transition (3-5 mins.)
Notetaking/Activity -- Animal Farm Unit--Allegory as a Literary Term and Symbol Inferences (Pre-reading) (10-15 mins.)
--finish "Transition" notes via summary/brief analysis of example (Edgar Allan Poe's "The Masque of the Red Death")/Q & A
--Directions:
--Directions:
- Take a thoughtful look at each of the pictures of a(n) animal(s) included within this document. What does each animal/group of animals suggest to you/what might each animal pictured represent within Orwell's novella? Write your ideas on the lines provided, and expect to share some of your ideas with the rest of the class. As we share/discuss, expect me to ask the "why?" question often!
--THINK/PAIR
--SHARE: "dump" potential meanings for each of the pictures on the SMART Board/engage in discussion
Closure (remainder of class?)
--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 we will begin reading/studying next class block!)?
Teambuilding Activity -- Artifact Bags (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...
Before You Leave
--re-column the desks
HW (Practice/Take-Home Assessment/Class Preparation)
--Complete Membean training until you have earned 100 correct responses (approximately 45 minutes) over three different days before 11:59 PM THIS THURSDAY (10/3). (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!
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
