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Objectives & Agendas Thematic Unit: Home and Family.

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1 Objectives & Agendas Thematic Unit: Home and Family

2 Tues. Jan. 26 Focused Learning Target: Given prior knowledge & the play, Fences, I will analyze plot structure and characterization by giving examples of the heroic journey and summarizing acts and scenes. Agenda 1.The Hero’s Journey 2.Introduction to Thematic Unit: Home & Family 3.Fences by August Wilson Homework: Fences pg. 199-224

3 The Hero’s Journey: The Story From How To Read Literature Like a Professor by Foster: Ch. 5 “Now, Where Have I Seen Her Before?” There is no such thing as a wholly original work of literature—stories grow out of other stories, poems out of other poems. There is only one story—of humanity and human nature, endelssly repeated

4 The Hero’s Journey: Intertexuality From How To Read Literature Like a Professor by Foster: Ch. 5 “Now, Where Have I Seen Her Before?” “Intertextuality”—recognizing the connections between one story and another deepens our appreciation and experience, brings multiple layers of meaning to the text, which we may not be conscious of. The more consciously aware we are, the more alive the text becomes to us. If you don’t recognize the correspondences, it’s ok. If a story is no good, being based on Hamlet won’t save it.

5 The Hero’s Journey-Cambell Handout https://www.youtube.com/watch?v=Hhk4N9A 0oC

6 Thurs. Jan. 28 Focused Learning Target: Given the play, Fences, I will analyze plot structure and characterization by completing a concept map and participating in an academic discussion. Agenda 1.Quiz 2.Setting 3.Characterization 4.Read Homework: Finish Fences pg. ___-246 & Act 2 notes

7 Fences Quiz 1 1.$10 2.hellhounds, Judgment Day, St. Peter 3.TV $200 4.A&P 5.Troy’s father and mother

8 Setting Pittsburgh, Pennsylvania in the 1950s – https://www.youtube.com/watch?v=RrGKyh61yH k Negro Baseball League

9 Mon. Feb. 1 Focused Learning Target: Given the play, Fences, I will analyze plot structure and characterization by completing a concept map and participating in an academic discussion. Agenda 1.Quiz 2.Characterization charts a. Finish Act 1 chart b. Start Act 2 chart Homework: Bring Lit book for classwork tomorrow

10 Fences Quiz 2 1.refrigerator 2.whole family is half 3.baseball bat 4.Blue 5.Gabe’s trumpet

11 Mon. Feb. 8 Focused Learning Target: Given the play, Fences, I will analyze plot structure and characterization by completing a concept map and participating in an academic discussion. Agenda 1.Finish Act 2 Relationships Chart 2.Analysis questions #3, 5, & 8 3.Prep for Timed Write: AP 1990 Open-ended questions Homework: Prep for timed write

12 Wed. Feb. 10 Focused Learning Target: Given the play, Fences, and the poem, “Daddy, students will analyze character relationships and stylistic elements by writing an essay and answering discussion questions. Agenda 1.Timed Write: 1990 AP Open-ended question -Turn in Fences #3, 5, & 8 and notes 2.“Daddy” & Academic Language for Literary Analysis Homework: Read and annotate Villanelle packet

13 1990 AP Open-ended Prompt Choose a novel or a play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary.

14 Thurs. Feb. 18 Focused Learning Target: Given “Daddy” and Frankenstein, students will analyze symbolism, imagery, point of view, and theme by answering questions with academic sentence stems. Agenda 1.AAA Senior Picture 2.Plath’s “Daddy” discussion & collect homework (Villanelles & “Daddy” questions) 3.Gothic Literature and Frankenstein Introduction 4.Read Homework: Read Frankenstein pages ___- 47 Be ready for quiz.

15 Mon. Feb. 22 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by discussing passages using academic sentence stems. Agenda 1.Quiz 2.Discussion 3.Read Homework: Read Frankenstein pages 48- 71 Be ready for quiz.

16 Tues. Feb. 23 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by annotating and discussing passages using academic sentence stems. Agenda 1.Quiz 2.Theme list 3.Annotate & Discuss Passages 4.Read Homework: Read Frankenstein pages 72-102 Be ready for quiz.

17 Thurs. Feb. 25 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by annotating and discussing passages using academic sentence stems. Agenda 1.Quiz 2.Annotate & Discuss Passages 3.Theme List 4.Read Homework: Read Frankenstein pages 103-143 Be ready for quiz.

18 Paradise Lost by Milton “So will fall He and his faithless progeny. Whose fault? Whose but his own? Ingrate! He had of Me All he could have; I made him just and right, Sufficient to have stood, though free to fall” (3.95-9).

19 Topics of Theme –Gender norms and roles –Glorification of the child –Sense of damnation –Sacrificial victims –Extremes –Madness guided by benevolence –Tabula Rasa –Technology and Progress

20 Think and talk like literature experts Interpret themes and apply them to life Connect to characters and other texts Critique texts and author techniques Use literature terms and complex syntax

21 Passage Analysis 1.What is the context or dramatic situation of the passage? 2.What is the tone of the passage and how is it created? 3.How does the author’s use of literary technique help develop a character or theme?

22 Mon. Feb. 29 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by taking Cornell Notes. Agenda 1.Quiz 2.Theme List 3.Essay Prompt Homework: Read Frankenstein pages 144-178 by Thursday Be ready for quiz.

23 Thurs. March 3 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by taking Cornell Notes outlining an essay. Agenda 1.Quiz 2.Four Corners Debate 3.Theme List 4.Essay Brainstorming and Thesis Writing Homework: Read Frankenstein pages 179-198 by Monday. Be ready for quiz. Work on your essay due March 17 on turnitin.com

24 4 Corners Debate Take a position (Strongly Disagree, Disagree, Agree, or Strongly Agree) on each claim. Be ready to justify your position. 1.Frankenstein is right for destroying the second creature he was making. 2.The creature is responsible for the deaths of William, Justine, Clerval, Elizabeth, and Alphonse. 3.Frankenstein should never have tried creating life through science and technology.

25 Mon. March 7 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by taking Cornell Notes and annotating. Agenda 1.Quiz 2.Close Reading Homework: Annotate close reading passage Work on your essay due March 17 on turnitin.com

26 Tues. March 8 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by annotating and discussing using academic sentence stems. Agenda 1.Close Reading 2.Essay Prep 3.Community Circle Homework: Academic Warnings due Fri., March 18 Work on your essay due March 17 on turnitin.com

27 Frankenstein as the Modern Prometheus: Essay Brainstorm As you brainstorm, write each connection between the Promethean myth and Frankenstein on separate sticky notes. Place your sticky notes on the large group brainstorm, and group similar ideas together. On the poster, write down examples from the text that support the connection. Take a gallery walk and view each brainstorm poster.

28 Mon. March 14 Focused Learning Target: Given Frankenstein, students will analyze characterization and theme by outlining and drafting an essay. Agenda 1.Self-monitoring 2.Stoles: colors Homework: Academic Warnings due Fri., March 18 Work on your essay due March 17 on turnitin.com

29 Essay Self-Monitoring 1 = I haven’t even started. 2 = I have a rough outline. 3 = I started typing the draft. 4 = I finished my draft but need final editing. 5 = I’m done!

30 Tues. March 15 Focused Learning Target: Given “A Rose for Emily,” students will analyze P.O.V., imagery, and theme by answering deconstruction questions. Agenda 1.Self-monitoring 2.“A Rose for Emily” a.Background info b.Class reading c.Deconstruction questions 3.Essay outlining Homework: Academic Warnings due Fri., March 18 Work on your essay due March 17 on turnitin.com

31 Thurs. March 17 Focused Learning Target: Given a poem, students will analyze extended metaphor and theme by answering deconstruction questions. Agenda 1.LCAP student survey 2.“The Flea” by John Donne 3.Essay Writing Homework: Work on your essay due before midnight tonight on turnitin.com Academic Warnings due Fri., March 18

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