1. 11-11-2014

2. Do Now In your notebooks in 2 complete sentences: Write YOUR definition of close reading. How do you read closely?

3. Agenda and Objective Agenda Do Now What is close reading? How do we do it? Why is it important? Song #1 Discussion Song #2 Discussion Exit ticket Objective Students will do a close reading of song lyrics in order to characterize the narrator and create themes, picking out specific textual evidence to support their claims.

4. WHAT IS CLOSE READING? HOW DO WE DO IT?

5. Close reading is… Close reading uncovers layers of meaning that lead to deep understanding. This can be a novel, article, picture, song and people.

6. How do we do it? We use LENSES to find important details. We see things differently depending on what we’re told to look for.

7. How do we do it? Uncover PATTERNS to pave new understandings Why are patterns important?

8. How do we do it? Create new IDEAS and revise your thinking (with evidence). Why does new information change our thinking?

9. PRACTICE! Sam Smith’s “Stay with Me”

10. Lenses to look through: What themes or messages can be taken from this? What does the narrator (Sam Smith) say? What is the narrator doing?

11. Sam Smith’s “Stay With Me” – Make notes on your sheet as you watch Guess it's true, I'm not good at a one-night stand But I still need love 'cause I'm just a man These nights never seem to go to plan I don't want you to leave, will you hold my hand? Oh, won't you stay with me? 'Cause you're all I need This ain't love it's clear to see But darling, stay with me Why am I so emotional? No it's not a good look, gain some self control And deep down I know this never works But you can lay with me so it doesn't hurt Oh, won't you stay with me? 'Cause you're all I need This ain't love it's clear to see But darling, stay with me Sam Smith "Stay with Me"

12. Now that we’ve listened to the song… What are some themes/messages from this? The narrator is so desperate for love that he accepts anything the significant other can give him, even though it’s not what he wants and it’s not enough. LensesEvidenceWhat do these lines say about the character as it relates to theme? What does the narrator say that supports the theme? “I don’t want you to leave will you hold my hand” (line 4) “This ain’t love it’s clear to see, but darlin stay with me” (lines 7-8) “No it’s not a good look, gain some self control” (line 11) Even though the other person does not love the narrator, he’s willing to take whatever he can get because he’s so lonely. What does the narrator do that supports the theme? Has a one night stand, but regrets it: “I’m not good at a one night stand” (line 1) Is willing to take whatever he can get even though it’s not good for him emotionally.

13. NOW YOU!

14. Lenses to look through: What themes or messages can be taken from this? What does the narrator (Taylor Swift) say that supports your theme? What is the narrator doing that supports your theme? Read the lyrics first, then we’ll watch the video.

15. Taylor Swift’s “Blank Space” "Blank Space"

16. Now that we’ve listened to the song… Take two minutes to read through the song again. On the worksheet provided – what do you think is the theme of this song? What does the narrator say that supports your theme? What does the narrator do that supports your theme?

17. Exit Ticket After the exercise – did you find that your opinion changed after you talked to other people? Were you persuaded by their evidence?

18. 11-12-2014

19. Do Now Read through “The Poison Tree” by William Blake and come up with a theme. Then, find what the speaker says and does that leads you to that conclusion. Write your textual evidence (with line numbers) in the boxes on the sheet. You will have 15 minutes and this will be collected!

20. Agenda and Objective Agenda Do Now “The Poison Tree” Close reading of Chapter 1, Paragraph 1 of Great Expectations Chapter 1 Partner Work Exit Objective Students will do a close reading of a poem and then Chapter 1 of Great Expectations to characterize the narrator and create themes, picking out specific textual evidence to support their claims.

21. GREAT EXPECTATIONS

22. Great Expectations Published by Charles Dickens in 1861 It is his thirteenth novel Originally published in three parts in Dickens’ paper All the Year Round

23. Chapter 1, Paragraphs 1 and 2 I’ll read the paragraphs first to you and you read along. As I read, UNDERLINE or highlight pieces of text that stick out as they relate to character. What kind of person is Pip? How do you know?

24. Partner Work Work with your partner to fill out the worksheet. Please make sure you provide the page number for your evidence!

25. 11/13/2014

26. Do Now Complete the quiz on Victorian England. You will have 4 minutes This will not count as a grade!

27. Answers: 1. C, Queen Victoria 2. C, London 3. D, 25% 4. C, the lower middle classes 5. B, Charles Dickens

28. Agenda and Objective Agenda Victorian England Do Now Quiz Introduction to the Victorian Era Historical Evidence Jigsaw Jigsaw Presentations Objective Students will do a close reading of Victorian primary and secondary source documents in order find textual evidence that will support predictions of theme for Great Expectations.

29. VICTORIAN ENGLAND 1837-1901

30. Queen Victoria – b. 1819, d. 1901 Becomes Queen at the age of 18 in 1837 (beginning of the Victorian Era) During her reign, Britain acquired 10 million square miles of land and 400 million subjects She did not support giving women the right to vote She was the first reigning monarch to use a train and enjoyed public support through photographs and newspapers

31. HISTORICAL EVIDENCE JIGSAW

32. How does history affect themes in literature? You will now be doing your OWN historical research in the form of a jigsaw in order to help make predictions of theme for Great Expectations. Four groups of five people – you will each be looking at a different document and finding evidence – you’re becoming the expert! In your group you will be given a number – that is the document you are responsible for.

33. Directions: Step 1 Grab your worksheet and your specific document. You will work independently with your own document for 15 minutes and answer the questions provided.

34. Directions: Step 2 Now, you’re going to meet with the people in other groups with your DOCUMENT NUMBERS for THREE minutes to discuss your findings before going back to your original group.

35. Directions: Step 3 Return to your original groups. You are now going to go in numbered order and present your findings to your group. Other group members will take notes as you present.

36. Exit ticket On the same sheet as your Do Now, respond to the exit ticket prompt in 3- 4 complete sentences: Based on what you learned today, use your textual evidence and research to make a prediction of TWO different themes of Great Expectations. What can we learn about the human condition from this book?

37. 11/14/2014

38. Do Now In 3-4 sentences, write a note to me explaining why you shouldn’t have homework this weekend. Make sure you use evidence to support your claims.

39. Agenda and Objective Agenda Do Now The Writing Process Series – Persuasive Writing How Do We Persuade? Writing topics Independent Practice Exit Objective Students will break down writing prompts in order to help students prepare for any sort of persuasive writing prompt.

40. THE WRITING PROCESS SERIES

41. The Writing Process – Week 1 Writing isn’t something you can just DO – it takes practice. For the next 8 or so weeks (give or take a holiday break) you will work every Friday on different aspects of the writing process. Every student will (eventually) get a folder for their work and will edit the same essay for the entirety of the marking period.

42. PROMPTS AND THESIS STATEMENTS

43. Breaking Down Persuasive Essay Prompts for thesis statements When you encounter a persuasive writing prompt, ask yourself: what am I supposed to ARGUE? Prompt #1 Over the years, many high schools have eliminated electives in favor of more content-based classes related to standardized testing. Should schools provide more opportunity for students to be creative? What am I arguing? Going to argue whether or not schools should provide students with more opportunities to be creative.

44. Another… Prompt #2 Due to events like Columbine and Sandy Hook, many schools have taken increased security measures like issuing ID tags and installing metal detectors. Some people argue that there should be trackers placed in student ID tags so that if they go off campus, there is a record of where they go. Is this a good idea? What are you arguing? Whether or not trackers should be put into student IDs.

45. Partner Work On the rest of your sheet are six more writing prompts… Work with a partner and identify what your argument is going to be in EACH prompt. Read carefully! Some of them have more than one part!

46. Breaking down prompts… Many parents give children a weekly or monthly allowance regardless of behavior because they believe an allowance teaches children to be financially responsible. Other parents only give children an allowance as a reward for completing chores or when they have behaved properly. Which option is better? Whether or not you should give children an allowance for behavior or as an award. Football is one of America’s greatest past times; however, many student athletes have died on the field during practices that were too strenuous, or have head trauma from tackling. Should children be allowed to play football? Whether or not children should be allowed to play football with all of the students deaths have been involved.

47. Breaking down prompts… America is one of the most diverse countries in the world. Yet, if you were to turn on the TV right now, 83% of characters would be white. Is television too white? Whether or not television is too white Whether or not television is racist One of the defining traits of dreaming is optimism. How is the belief in optimism central to the American Dream and succeeding as an American? Whether the belief in optimism is essential to the American dream

48. Breaking Down Prompts In America – the “land of the free” – freedom is seen as a backbone of what makes our country great. What is the importance of freedom according to To Kill a Mockingbird? What is the importance of freedom according to TKAM Determine a major idea or conflict at the start of To Kill a Mockingbird and provide evidence in terms of how that idea or conflict progresses or changes over the course of the story. What is a major idea or conflict in TKAM – how does this idea progress over time?