1. agenda *IR *Intro to IR Project #1
*Review the Critics Reviews (Identify the ways that the film represents the Mexican culture positively; as a class come up with 1 claim and examples with evidence from the film)
*Lit Terms handout
*Narrative Elements: Short Films (Snack Attack/Present) - narrative_elements_- _short_films.docx
*Brief Apartheid intro (3/2/1 handout)
*Read Kaffir Boy (identify type of narrator)

2. Reminders Grab your Independent Reading Book!
You will get your first IR Project today.
Vocab Unit 2 quiz – NEXT WEDNESDAY, 9/12

3. Ir IR Project #1 intro

4. Cultural representation
Latino Film Critic’s response to Coco
Reading Purpose: What are the ways that the film represents the Mexican culture positively?
Coco: Claim and Evidence activity

5. Narrative elements (small groups for discussion)
As you watch the film, Present, answer the following:
Take notes about the narrative elements
Consider how the film might be different if told from one perspective.
As you watch the film, Snack Attack, answer the following:

6. Kaffir Boy (p. 123) Background Reading Purpose:
Apartheid
Mark Mathabane
Reading Purpose:
Narrative Elements (same as the film – chart on page 127)
Underline DIALOGUE
Highlight STRONG VERBS (Dialogue tags)

7. Dialogue Kaffir Boy (p. 123)
Dialogue: May be either direct or indirect.
Indirect dialogue is a paraphrase of what is said by a character or narrator. This dialogue does not need quotation marks:
When my mother began dropping hints that I would soon be going to school, I vowed never to go to school because it was a waste of time.
DIRECT dialogue is the exact words spoken by a person. This dialogue uses quotation marks and dialogue tags/strong lead in verbs
“This time next fall, you will be in school,” hinted my mother.
“Why would I go to school? You’ll never see me wasting my time at school! I vowed.
Dialogue Tags/Strong Lead In verbs