1. 11-17-2014

2. Do Now Think of your favorite book or TV show. Now, think of the setting. What is the current setting of that book or show, and how might it be different if it was in a different setting? Answer in 2-3 sentences.

3. Agenda and Objective Agenda Do now/Share out Importance of setting Chapter 1 of Great Expectations Setting tracker Exit Objective Students will do a close reading of Chapter 1 of Great Expectations in order to explain how the time and setting of the piece affect the characters.

4. SETTING

5. Setting One of the fundamental elements of fiction. Refers to the geographical time and place of a setting; helps create the backdrop and mood of the story. Can refer to the immediate location in a chapter as well as the overall place and time. Chapter – Graveyard Overall – 19 th century England

6. SETTING IN GREAT EXPECTATIONS

7. Importance of Setting “… my first fancies regarding what they were like, were unreasonably derived from their tombstones.” (Dickens 9). Setting is a graveyard, but we’re not scared by it yet because Pip seems completely unaware of the implications of the surrounding. Normally, graveyards = scary, but he seems OK because he’s focusing on the memory of his parents.

8. Great Expectations Chapter 1- Lens of Setting As we read Chapter 1, make note of the setting as we go through. Now, go through the graphic organizer and fill out one or two things you noticed about the setting.

9. Example #2 “Ours was the marsh country, down by the river, within, as the river wound, twenty miles of the sea” (Dickens 9) They live by the countryside Either really poor/really rich Marshland = land you cannot farm on

10. Vocab in context… Nettles Victorian Gentleman Gibbet

11. 11/18/2014

12. Do Now Look at the description of the criminal on page 10 (third paragraph down)… how would you characterize him? Name one trait and support it with textual evidence in 2-3 complete sentences.

13. Agenda and Objective Agenda Do Now/Share Out Importance of character Chapter 2 of Great Expectations Characterizing Joe Gargery Exit Objective Students will do a close reading of Chapter 2 of Great Expectations in order to evaluate how what the characters say and do can reveal information about them as people

14. CHARACTER

15. Character Another fundamental element of fiction. Stories would be incomplete without character. Characters guide readers through their stories They help us understand plot and theme The study of a character requires an analysis of their relationships with all of the other characters.

16. Character types Flat characters – are two dimensional; we don’t know too much about them. Walter Cunningham in TKAM Round characters – are well-rounded, with many complex layers Scout Finch Jem Static characters – do not change (think about static on the radio – all one sound) Atticus Finch in TKAM Dynamic – change throughout the story Jem and Dill in TKAM

17. CHARACTER IN GREAT EXPECTATIONS

18. Great Expectations – Lens of Character What does the character say/do/think? How do these words and actions characterize the people? “Well,” said Joe, “She’s a coming! Get behind the door, old chap, and have the jack-towel betwixt you” (Dickens 14). Joe and Pip are like brothers in arms – they are both terrified of Pip’s sister. Here, Joe shows that he is helpful and conscientious, for thinking about Pip’s well being and telling him to hide.

19. Great Expectations – Lens of Character As we read Chapter 2, make note of Joe Gargery. How would you characterize him based on what he says and does? Now, go through the graphic organizer and fill out a few ways you can characterize him, supporting your claims with textual evidence.

20. 11/19/2014

21. Do Now Watch the video clip below and think about what some of the THEMES of the movie are. Remember – themes are not just one word! https://www.youtube.com/ watch?v=ZCTv6i3589A https://www.youtube.com/ watch?v=ZCTv6i3589A

22. Agenda and Objective Agenda Do Now/Share out Themes Chapter 3 of Great Expectations Group work and theme Exit Objective Students will do a close reading of Chapter 3 of Great Expectations in order to evaluate what some themes of the book are based on setting and character.

23. THEME

24. What is theme? Another fundamental element of fiction. It is the author’s MESSAGE about life and humanity. Theme is not just one word, but a statement or phrase.

25. Great Expectations – Lens of Theme As we read Chapter 3, look at this chapter through the lens of theme: what messages might Dickens be trying to convey to us, the readers? As we read, jot down some themes you think might come up and use textual evidence to support it.

26. Themes in Great Ex With imagination a lot of things are possible. Treat everybody equally Being curious can cause obliviousness, and that is dangerous. In desperate situations, power can be misused No matter what, family is family whether you know them or not.

27. Themes in Great Expectations “…from their tombstones… To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave…” (Dickens 9). Because Pip has no family (and a poor relationship with his sister), this book might be about the desire for family, and what lengths people will go to in order to find those connections.

28. 11/20/2014

29. Agenda and Objective Agenda Do Now/Share Out Learning about characters over time Group work Characters Setting Character walls and presentations Exit Objective Students will do a close reading of Chapters 1-3 of Great Expectations to evaluate how elements of character and setting change over time, and consider how this growth affects our understanding of the story and characters.

30. GROWTH AND CHANGE IN GREAT EXPECTATIONS

31. In Groups You will now be put into groups; in your group, you will be responsible for either tracking a character’s development throughout Chapters 1-3 OR considering the setting. Person 1 – Researcher Person 2 – Researcher/Recorder on paper Person 3 – Researcher/Recorder on chart Person 4 – Presenter Group 1 – Tracking Pip’s characterization Group 2 – Tracking the criminal’s characterization Group 3 – Tracking Mrs. Joe’s characterization Group 4 – Tracking the setting Group 5 – Tracking the setting

32. GroupPeriod 2Period 3Period 4Period 5 Characterize Pip Sonia, Yogesh, Jessica, Jarrod Corey, Natalie, Dan H., David Julianna, Victoria, Kenny, Greg Michelle, Rachel, Tarrin, Alexa C Characterize criminal Dom, Jillian, Mike R, Daniella Chris, Tim, Alex, Joanne Chris, Mike, Alex, Gabby Sameer, Brooke, Tom, Jimmy Characterize Mrs. Joe Jay Jay, Dave, Ava, Vin Mark, Dan, Vin O., Eunice Marissa, Eric, Scott Kristy, Lance, Sean, Ange Setting Group 1 1-3 Tayybe, Alana, Mike M., Rucha Jocelyn, Alejandro, Willy, Amanda Juliane, Brina, Frankie, Jake Vin, Lauren, Seamus, Alexa P. Setting Group 2 1-3 Mario, Rob, Danny, Aash Raven, Isabella, Vin I., Andrew Megan, Christian, Dominique, Wiliam Anthony, Nicole, Joe, Hanna

33. Presentations Presenters will now present your information to the class!

34. 11/21/2014

35. Do Now Why is it important to brainstorm before beginning to write your paper? Answer in your notebooks in 2-3 sentences.

36. Agenda and Objective Agenda Do now/Share out What is Brainstorming? Practice Exit Objective Students will use the prompts from last week in order to pick a position and brainstorm ideas that will support their argument.

37. BRAINSTORMING

38. Brainstorming… Generating ideas for your writing; can be done for narrative AND argumentative purposes. Don’t worry about picking the best ones just yet – just brainstorm what comes to mind! This will work on short, in- class essays, standardized tests and longer thematic papers.

39. EXAMPLES

40. 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 is your argument? Schools should provide more opportunity for students to be creative. GENERATE IDEAS THAT WILL SUPPORT YOUR POSITION They’ll look good on college transcripts. It’ll help students figure out their major/career path It’ll help in real life situations It breaks up the monotony of the day It can help create a hobby Students can find friends with same interests

41. Prompt #7 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 your argument? In To Kill a Mockingbird, freedom is expressed as being important through people and events including… GENERATE IDEAS THAT WILL SUPPORT YOUR POSITION The court case where the Ewells lied about Tom Robinson Boo Radley and his fear of going outside Scout and Jem and their desire to explore outside Cunninghams are restricted by this old rule to not take anything they can’t take back. The unfair racism toward the blacks in town Mayella and her inability to leave the house; too many responsibilities, not enough money, Bob’s always there. Dolphus Raymond and the fact that he marries whoever he wants Atticus choosing to represent Tom

42. Partner Practice With a partner, complete the rest of the prompts as practice.