Theme Representation

October 1, 2014

E.Q: How do similes and metaphors help us understand theme?

Obj: I can use critical thinking skills to think creatively.

 

 Starter:

  Mini-Project Proposal

You will create one large overarching simile or metaphor to represent the theme of the book you are reading.

Each component of simile/metaphor must be explained in detail.

Once you have your simile/metaphor you will create a representation of this idea.

Your representation may be in the form of the following:
 

Poster

Poem

Collage

Song

Etc.

Each figure of speech must have an explanation.  

In your notebook explain your large overarching simile and medium you will use.

EXAMPLE:

Fear is like fire.

The wood is the mental part of the fear. It is where it is born.

The match is what the person is afraid of. It sparks the fear.

The fire is the reaction.  Do you run or face it?

Use the GoogleForm to fill out proposal.

Activity:

1.  Creation Phase

Either with a partner or independently work on creating your representation.

You will be displaying these tomorrow in class.

 

 

 

Rubric

 

Closure:

How did this mini project impact your understanding of the theme?

Homework:

Monster

159-175

Black Boy

200-222

Native Son

226-251

 

Using Music to Understand Themes

September 30, 2014

E.Q: How do we learn from identifying themes?

Obj: I can identify multiple literary devices.

Starter:

Listen to One Day by Matisyahu

Video

Lyrics:

Sometimes I lay
Under the moon
And thank God I'm breathing
Then I pray
Don't take me soon
'Cause I am here for a reason
Sometimes in my tears I drown
But I never let it get me down
So when negativity surrounds
I know some day it'll all turn around because...
All my life I've been waiting for
I've been praying for
For the people to say
That we don't wanna fight no more
There will be no more wars
And our children will play
One day [x6]
It's not about
Win or lose
Because we all lose
When they feed on the souls of the innocent
Blood-drenched pavement
Keep on moving though the waters stay raging
In this maze you can lose your way (your way)
It might drive you crazy but don't let it faze you no way (no way)
Sometimes in my tears I drown (I drown)
But I never let it get me down (get me down)
So when negativity surrounds (surrounds)
I know some day it'll all turn around because...
All my life I've been waiting for
I've been praying for
For the people to say
That we don't wanna fight no more
There will be no more wars
And our children will play
One day [x6]
One day this all will change
Treat people the same
Stop with the violence
Down with the hate
One day we'll all be free
And proud to be
Under the same sun
Singing songs of freedom like
One day [x2]
All my life I've been waiting for
I've been praying for
For the people to say
That we don't wanna fight no more
There will be no more wars
And our children will play
One day [x6]

Identify a theme in the song.

Vocabulary:

Simile:A simile is a figure of speech that makes a comparison, showing similarities between two different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or “as”. Therefore, it is a direct comparison.

 Example: Her cheeks are red like a rose

Metaphor:a figure of speech which makes an implicit, implied or hidden comparison between two things or objects that are poles apart from each other but have some characteristics common between them.

Example: My brother was boiling mad 

Voices

Cheerful

Angry

Bored

1.  Modeling

Together we will identify similes, metaphors, and themes in the song from the starter.

2.  Analyze your song.

• You must paraphrase each verse/chorus.

• Identify any similes and metaphors.

• Elaborate on what that figure of speech means.

 Based on your analysis, identify a theme.

Explain your reasoning.

3.  Mini-Project Proposal

You will create one large overarching simile or metaphor to represent the theme of the book you are reading.

Each component of simile/metaphor must be explained in detail.

Once you have your simile/metaphor you will create a representation of this idea.

Your representation may be in the form of the following:
 

Poster

Poem

Collage

Song

Etc.

Each figure of speech must have an explanation.  

In your notebook explain your large overarching simile and medium you will use.

EXAMPLE:

Fear is like fire.

The wood is the mental part of the fear. It is where it is born.

The match is what the person is afraid of. It sparks the fear.

The fire is the reaction.  Do you run or face it?

Closure:

Did you like using your song to understand figures of speech?

Why or why not.

 

Mind Map Continued

September 29, 2014

E.Q: Explain a possible theme of the book.

Obj: I can identify themes in the book. 

Starter:

What have we learned about conflict so far?

Identify the conflict in your novel.

Identify the type of conflict.

Create one possible solution.

Activity:

1.  Graphic Organizing

 Create a mind map on theme.

 

In the center, you write your book.

Each branch should represent a different theme.

Each branch should elaborate on the theme.

Suggestions:

What does that theme mean?

What is the message?

Connect it to your life.

Provide textual evidence.

 

2.  Chunked Reading

 

While you are reading, think about the main idea.

For each page you read, create a Post-It note.

Each note will state what the big idea is on that page.

Summarize what the author wants you to know.

 

Monster
120-126

 

Black Boy

156-160, Bottom 164-169, 

 

Native Son

 172-176

 

3.  Analysis

 

Reflect on all of your notes. 

What do they have in common?

Relate this idea to one of the themes you came up with on your mind map.

 

Closure:

Out of all of the themes you have reviewed, what is the most prevalent?

Why?

 

Homework

Monster

137-158

Black Boy

174-200

Native Son

198-225

Think about your favorite song.

We will be working with it closely tomorrow.

Choose wisely.

Theme Mind Mapping

September 26, 2014

E.Q: How is theme evolving?

Obj: I can organize themes using mind maps.

Starter:

Free Write

Vocabulary:

Equality- : the quality or state of being equal : the quality or state of having the same rights, social status, etc.

Voices:

Loud

Kermit the Frog

Batman 
 



  Defining Equality

Earlier today we looked at Merriam-Webster's definition of equality.

Define what equality means to you.

Brainstorm at least 10 different examples of equality.

Reflect on the examples and create a definition. 

Write this in your notebook 

Activity:

1.  Respond to the Following:

Write down 3 things you learned.

Write down 2 questions you have now.

What is your final 1 stance.

2.  Chunked/ Partner Reading

 As you read the chunks, keep your definition of equality in mind.

Monster

103-112

Black Boy

122-mid 125, 131-136

Native Son

mid 149-150, 164 top 166

3.  Graphic Organizing

 Create a mind map on theme.

 

In the center, you write your book.

Each branch should represent a different theme.

Each branch should elaborate on the theme.

Suggestions:

What does that theme mean?

What is the message?

Connect it to your life.

Provide textual evidence.

Closure:

Describe how equality is portrayed in your book.

Homework

Monster

117-136

Black Boy

150-173

Native Son

169-197

Equality Socratic Seminar

September 25, 2014

E.Q: Justify how our society has either improved, worsened, or stayed the same in terms of equality since the Civil Rights Movement.

Obj: I can use textual evidence to formulate a claim. 

 

Starter:

 

Activity:

After reading at least one article yesterday, what is your current stance on the progress of equality?

Justify your claim.

 

1.  Socratic Seminar

Topic:

Justify how our society has either improved, worsened, or stayed the same in terms of equality since the Civil Rights Movement.

You must read ONE article from the past section and one from the present.

While reading take Cornell Notes.

For the seminar you must include textual evidence.

It would be genius to start making note of those critical points.

Past

Violence Flares Again in Harlem 

Plessy vs. Ferguson

Civil Rights Movement 1919-1960s

Present

 The Changing Landscape of Higher Education: 1965-2005

Black Children and Preschool Prison Pipeline

Feds Launch Probe of Ferguson Police Department

Segregated Prom Traditions Yield to Unity

  After reading come up with 3 HOT questions.

 

 2. Peer Evaluation

3.  Socratic Seminar

Closure
Write down 3 things you learned.

Write down 2 questions you have now.

What is your final 1 stance.

Socratic Seminar: Have we grown?

September 24, 2014

E.Q: Justify how our society has either improved, worsened, or stayed the same in terms of equality since the Civil Rights Movement.

Obj: I can use textual evidence to formulate a claim.

Starter:

Yesterday you looked at the theme of your novel.

Connect this theme to todays society.

How is it present in your community? your life?

Activity:

1.  Finishing Touches

Take five minutes to make any final adjustments to your six steps.

 Make sure that all steps are complete.

2.  Sharing

Get together with your literature groups.

With your peers, explain the theme you have identified.

Make sure to justify your rationale.

As each group member shares, take notes in your notebook.

List the theme and briefly summarize the reasoning.

3.  Collaboration

Create a collaborative theme.

Consider how all of your individual themes could work together to form one.

You will then share this with the class.

Evaluate the relationship between the three books.

4.  Socratic Seminar Prep

Topic:

Justify how our society has either improved, worsened, or stayed the same in terms of equality since the Civil Rights Movement.

You must read ONE article from the past section and one from the present.

While reading take Cornell Notes.

For the seminar tomorrow you must include textual evidence.

It would be genius to start making not of those critical points.

Past

Violence Flares Again in Harlem 

Plessy vs. Ferguson

Civil Rights Movement 1919-1960s

Present

 The Changing Landscape of Higher Education: 1965-2005

Black Children and Preschool Prison Pipeline

Feds Launch Probe of Ferguson Police Department

Segregated Prom Traditions Yield to Unity

  After reading come up with 3 HOT questions.

 Closure:

What did you learn about the theme of your book after working with your peers?

What is the Theme?

September 23, 2014

E.Q: What is the theme of your story?

Obj: I can identify the theme.

Starter:

Create a plot diagram.

 

Identify the exposition, conflict, and parts of the rising action.

Explain your reasoning for each in 1-2 sentences.

Activity:

1.  Partner Read

Monster

59-64, 89-98

Black Boy

 82-83, 90-92, 100-101, 105-108

Native Son

84-87, 89-93, 104-106, 113-115

 2.  Looking at Theme

It is time to start thinking about what the theme of the story is. 

(Theme- main idea or an underlying meaning of a literary work that may be stated directly or indirectly.)

 You will work individually on this to create your own meaning.

Step One: Reflect on the chunks you read earlier.  Write down the first three items that come to mind.

Step Two: Analyze the items you wrote down.  In a sentence or two, describe what these items have in common.  What relationship do they have with each other?

Step Three: Looking at the relationship amongst items listed, what is a possible theme?

Write a sentence explaining the theme.

Step Four: Locate one quote from the text that supports your theme.

Step Five: Write a TPEQEA paragraph expanding on what the theme is.

Use the quote from above and elaborate on it.

Step Six:  Illustrate what this looks like.

If you finish early, work on reading.

Closure:

What step above helped you the most? 

The least?

Why?

Lit Circles/ Remediation

September 22, 2014

E.Q: Explain how different parts of the text work together to create meaning.

Obj: I can collaborate with others to analyze the text.

Starter:

 Think about the reading you had for homework.

What did you find most shocking?

Tell me, in detail, what you read about.

If you did not read, create a 5-step plan that will help you read for tonight.

Activity:

1.  Skim over the reading from Friday

 Monster

 42-51

Black Boy 

 53 (Each day...)-top 55, 57-top 59, 73-74

Native Son

64-mid 69, 82-83

2.  Literature Circles

You will be working in groups based on the book you are reading.

In groups your groups, you will be discussing the pages you read during your partner read.

Each of you will assume a role.

The roles are as follows:

Summarizer

Discussion Director

Connector

Vocab Enricher

Literary Luminary

Investigator

You will start by meeting with people in the same role as you.

Develop talking points to bring back to your group.

(Refer to the role sheet in the Google Doc) 

Then you will regroup and share what you developed.

Take turns discussing the information.

Ask Questions.

Elaborate on points.

As your group analyzes the text, take notes.

3.  USAtestprep Remediation

Based on your benchmark scores, you will focus on one specific area to improve on.

When you sign in, you will 6 different assignments.

Click on the assignment that I direct you to specifically.

Answer the 10 multiple choice questions.

 Submit your answers.

Remediation:

1.  Write down the questions you got wrong.

2.  Write down the correct answer.

3. Explain why that answer is correct.

 

Closure:

3.2.1

3 Things I learned in class.

2 Questions I still have

1 Improvement for future lit circles

Homework

Monster
79-98

Black Boy
102-121

Native Son
113-141

Literature Circle

September 19, 2014

E.Q:  How do different parts of the text create meaning?

Obj: I can use literature circle roles to create meaning.

Starter:

FreeWrite

 

Activity:

1.  Partner Read

 Monster

 42-51

Black Boy 

 53 (Each day...)-top 55, 57-top 59, 73-74

Native Son

64-mid 69, 82-83

2.  Literature Circles

You will be working in groups based on the book you are reading.

In groups of 6 you will be discussing the pages you read during your partner read.

Each of you will assume a role.

The roles are as follows:

Summarizer

Discussion Director

Connector

Vocab Enricher

Literary Luminary

Investigator

You will start by meeting with people in the same role as you.

Develop talking points to bring back to your group.

Then you will regroup and share what you developed.

Closure:

3.2.1

3 Things I learned in class.

2 Questions I still have

1 Improvement for future lit circles.

Homework

Monster

59-78

Black Boy

74-101

Native Son

84-112

Jim Crow and Literature

September 18, 2014

 

E.Q: Why is it important to understand history when looking at literature?

Obj: I can apply historical events to character psychology.

 

Starter:

What do you think of Monster, Black Boy, or Native Son so far?

What do you like most about it?

Least?

 

 

 

Activity:

1.  Finish  Billboards

Create a billboard on one example of a Jim Crow law.

 

Include:

What is the law.

Explain it in your own words.

 

What does it look like?

Draw a picture.

 

How is this an example of conflict/ how does it lead to conflict?

 Explain in 2-3 sentences.

 

 

 

2.  Gallery Walk

 

 While you walk around the room, select 3 posters that stick out the most.

 

 On a separate sheet of paper, complete the following:

Write down topic of each of the three posters and the creators names.

 

Looking at all three of the laws, consider how they relate.

Identify a common theme among all three.

 

How does this theme create conflict?

 

Predict how this theme will be seen in the book you are reading.

 

3.  Chunked Reading

 

Monster

1-5, 24-25

 

Black  Boy

22-25, 34-35

 

Native Son

Bottom 17- Middle 20, 42

 

Reflect on what you learned about Jim Crow laws.

 In your notebooks respond to the following:

 

1.  How do these laws influence the way the main character perceives himself/society?

Select at least one quote that provides evidence of your reasoning.

Elaborate on what that quote means.

 

2.  How do these laws influence the characters actions/thoughts? 

 Select at least one quote that provides evidence of your reasoning.

Elaborate on what that quote means.

 

4.  Catch up on Reading

Use the rest of class to read silently.

Tomorrow we will be working in literature circles.

 

For Tomorrow:

 

Monster

39-58

 

Black Boy

50-74

 

Native Son

57-83

 

Closure:

What connection have you established between the Jim Crow laws and your book?

Jim Crow

September 17, 2014

E.Q: How does the time period influence characters?

Obj: I can understand how time period influences plot.

Starter:

What knowledge do you have about Jim Crow Laws?

Please be as specific as possible.

 

Vocabulary

Jim Crow Laws racial segregation laws enacted between 1876 and 1965 in the United States at the state and local level.

 

Voices

Goal Announcer

Obama

Girly Girl

 

Activity:

 

1.  Partner Read

With a partner read the entire article by Ferris State University

What was Jim Crow 

 

While reading please take Cornell Notes.

 

2.  Billboards

Create a billboard on one example of a Jim Crow law.

 

Include:

What is the law.

Explain it in your own words.

 

What does it look like?

Draw a picture.

 

How is this an example of conflict/ how does it lead to conflict?

 Explain in 2-3 sentences.

 

 

 

3.  Chunked Reading

 

Monster

1-5

 

Black  Boy

22-25

 

Native Son

Bottom 17- Middle 20

 

Reflect on what you learned about Jim Crow laws.

 In your notebooks respond to the following:

 

1.  How do these laws influence the way the main character perceives himself/society?

 

2.  How do these laws influence the characters actions/thoughts?

Closure:

What have you learned about Jim Crow laws?

 

Benchmark 2

September 16, 2014

E.Q: How does the class define conflict?

Obj: I can create a definition for the types of conflict.

Starter:

Today you are going to take the second benchmark.

Reflect on how you think you did.

Explain your biggest strength in reading literature?

Explain one aspect that you could improve on the most?

Activity:

1.  Benchmark #2

Please log in to USAtestprep

After you click the above link, click on "benchmark 9/16"

YOU MUST RECEIVE AN 80%

Also, you will have 45 minutes to complete the test.

What you do not finish, save and finish for homework.

2.  Conflict Defined

Get back together with your group from yesterday.

Take 5 minutes to complete the graffiti wall.

Looking at your words, create a definition for your conflict.

You will share all of your words and your definition with the class.

3. Silent Reading

Begin reading your book for tomorrow.

Page Assignments as follows:

Monster 1-19

Black Boy 3-25

Native Son 3-27

Closure:

What is your reaction to the beginning so far?

What is your initial impression of the book?

Types of Conflicts

September 15, 2014

E.Q: How do different conflicts exist?

Obj: I can define and identify different types of conflict.

Starter:

Create a definition for conflict.

How would you put it in your own words?

 

 

 Vocabulary:

 

Conflict:

1: a struggle for power, property, etc.
2: strong disagreement between people, groups, etc., that results in often angry argument

3: a difference that prevents agreement : disagreement between ideas, feelings, etc.

 

Man vs. Man: One character in the story has a problem with one or more of the other characters.

 

Man vs. Self: A character has trouble deciding what to do in a particular situation.

 

Man vs. Nature: A character has a problem with some natural happening: a snowstorm, an avalanche, the bitter cold, or any of the other elements common to nature.

 

Man vs. Society: Character or group of characters fight against society, i.e. social norms and rules.

Voices
Crying

Yelling

Scared

 

Actvity:

 

1. Small Group Work

Choose a fairy tale from the website provided.

 

Grimms' Fairy Tale

 

With your assigned group fill in the chart below.

 

Start by reading the fairy tale out loud.

In your notebooks respond to the following questions:

1.  How is the conflict introduced in the exposition?
2. How is the conflict built up in the rising action?
3. How does the conflict peak at the climax?
4.How does the conflict decrease in the falling action?
5.  How is the conflict resolved in the denouncement?

 

2.  Graffiti Wall

 

With your assigned group will receive one of the vocabulary words from today.

 Brainstorm at least 20 synonyms for your conflict.

Then create a graffiti wall.

Reflecting on the terms, create a class definition of the word.

 

BE CREATIVE!!

Use the markers.

Draw pictures.

Cut out clips from magazines.

 

3.  Presentations

Present your posters.

Teach the class the definition.

Closure:

What type of conflict was in your fairy tale?

Explain your reasoning.

DON'T FORGET

Your Crucible project is due Wednesday.

Tomorrow is the second benchmark.

Plot Diagram

September 12, 2014

E.Q: How does conflict develop throughout a story?

Obj: I can identify conflict in fiction.

Starter:

FreeWrite

 

Vocabulary:

Exposition: introduces background information about events, settings, characters etc. to the audience or reader

Introduction

Rising Action: the series of events that begin immediately after the exposition (introduction) of the story and builds up to the climax.

Building up

Climax: the most intense, exciting, or important point of something; a culmination or apex

Peak of action

Falling Action: the part of a literary plot that occurs after the climax has been reached 

 Right before end

Denouncement: the resolution of the issue of a complicated plot in fiction 

Resolution/End

For each word you will have to identify it in a fairy tale.  

Voices

Whisper

Manly

Grandma

Activity:

1.  Read the Brothers Grimm Cinderella Story

As we read this as a class, think about the different parts of the story(from the vocabulary).

How is the conflict present in each part? 

2.  Small Group Work

At your table you will repeat the above activity with a Brothers Grimm Fairy Tale of your choice.

Fairy Tales

Start by reading the fairy tale out loud.

In your notebooks respond to the following questions:

1.  How is the conflict introduced in the exposition?
2. How is the conflict built up in the rising action?
3. How does the conflict peak at the climax?
4.How does the conflict decrease in the falling action?
5.  How is the conflict resolved in the denouncement?

3.  Exploring Options

Click on the link for each book.
Read the summary and some editorial reviews.
One of these books will be the book you work with for the next few weeks.
Choose wisely.


Native Son
Black Boy
Monster



Closure:
Which book do you choose to read for the next unit?
Why did you choose this book in particular?

Second Work Day

September 11, 2014

 

E.Q: How does fear make a person weaker or stronger?

Obj: I can create a product based on different perspectives.

Starter:

Create a SMART goal for yourself to achieve in class today.

Think specifically about what you want to accomplish with your project.

Activity:

1.  Work on Part One or Two of The Crucible final project.

Access to the project.

Closure:

Action Plan

Please respond in the Google form.

Work Day One

September 10, 2014

E.Q: How does fear make a person weaker or stronger?

Obj: I can create a product based on different perspectives.

Starter:

Create a SMART goal for yourself to achieve in class today.

Think specifically about what you want to accomplish with your project.

Activity:

1.  Work on Part One or Two of The Crucible final project.

Access to the project.

Closure:

Action Plan

Please respond in the Google form.

Intolerance Socratic Seminar

September 9, 2014

E.Q: How does intolerance perpetuate history repeating itself?

Obj: I can articulate connections and listen to others.

Starter:

Share your HOT questions.

Are they all HOT questions?

How could they be revised?

Activity:

1.  Finish Reading Letter from Birmingham Jail

Pages 3-14

How does this relate to The Crucible?

How do these ideas perpetuate intolerance?

2.  Socratic Seminar

Consider the The Crucible, the Red Scare, the Holocaust, and the CR Movement.

Topic:

How does intolerance enable history to repeat itself?

How can we make a change?

Each group will have 15-20 minutes in the inner circle.
With a partner, you will alternate between the inner and outer circle, observing each other.
Pay attention to how often the person speaks.
Do they ask HOT questions?
Do they support their claims with evidence?
Are they paying attention the whole time?

Use the form in step three to complete the evaluation.

3.  Peer Evaluation

4.  The Crucible final project

This project is due Wednesday, September 17.
You will have Wednesday and Thursday to work on this in class.
 

Closure:

Please write ONE positive and ONE delta for the overall seminar.