English 10--10/21/2019 & 10/22/2019

Jump Off
--Please find your name card and sit in the corresponding desk in the circle.

Teambuilding Activity -- Artifact Bags (up to 25 mins.)
--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/peers
--REPEAT THE PROCESS...

S. the C.

--FYI: Next class block, an in-class Membean training session will occur!
--Reminder: 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 George 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 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!  

--agenda/HW

Read-Aloud -- George Orwell's Animal Farm

--Chapter 2 summary via the following video (It's been a while!):

• https://www.youtube.com/watch?v=ftdATsalFdE

--active/purposeful listening tasks assigned via drawing of cards:

Chapters 3 & 4--Characterization Task

• What is/are __________ "like"?  Why does/do __________ do what he/she/they does/do, say what he/she/they says/say, etc.?
• the pigs
• the horses
• Mr. Jones
• Mr. Jones' men
• Boxer (a horse)
• Clover (a horse)
• the ducks
• the hens
• Mollie (a horse)
• the cat
• Benjamin (a donkey)
• Snowball (a pig)
• Napoleon (a pig)
• the cows
• the rats
• the rabbits
• the sheep
• the sparrows
• the dogs
• Muriel (a goat)
• the birds
• Jessie (a dog)
• Bluebell (a dog)
• Squealer (a pig)
• the pigeons
• Mr. Pilkington
• Mr. Frederick
• the geese

Chapters 3 & 4--Theme Task (TRACKING/DEVELOPMENT)

• We determined the emergence of the following themes in Chapters 1 & 2:
• comradeship
• fear
• leadership
• power
• rebellion
• Do any new themes emerge in Chapters 3 & 4?
• What specific evidence exists about the themes above that might eventually help us answer the following question:
• What does George Orwell want readers like us to think, realize, understand, etc. about __________? 

--THINK: oral reading of Chapters 3 & 4/notetaking

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

Closure (time permitting)

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

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

Before You Leave

--Please 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 on Thursday (10/24).  (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!

On the backburner:

• Propaganda Mini-Lesson
• "Free Reading Course Component--Overview Document"
• Adding to "Interest Inventory"--selecting an initial research topic