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11 th A1 Literature (SL ) (B) 11 / 20 , (E) 11 / 21

11 th A1 Literature (SL ) (B) 11 / 20 , (E) 11 / 21. When the Elephants Dance: Section 8 ( 273 - 320 ) Table Discussions (15 minutes) All students read their paragraph OUTLOUD!! Ask your question and discuss Class Notes / Discussion: The Curse (273, 277, 285, 320)

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11 th A1 Literature (SL ) (B) 11 / 20 , (E) 11 / 21

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  1. 11th A1 Literature (SL) (B) 11/20, (E) 11/21 • When the Elephants Dance: Section 8 (273 - 320) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • The Curse (273, 277, 285, 320) • Class (273,274, 275, 280, 282, 288, 244, 295, 297, 298, 311) • Fruit (282, 283, 298) • Violence and Poer (282, 288, 296, 299,312, 318) • Language (291, 292, 298, 303) • The Paintings (303, 307, 215, 317, 318) • Church Corruption(300, 305, 308, 314) • IOP Presentation Outline DUE 11/22 B, 11/23 E • Create a Google Doc for Teacher Dashboard titled IOP

  2. 11th A1 Literature (SL) (B) 11/15, (E) 11/16 • When the Elephants Dance: Section 7 (235 - 272) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • MR (236,23,247, 254, 257) • Health (236), Sanitation (266), Development (262) • Class (235, 243, 244) • Abner& Sally (238), Penelope & Pacifico (252), Aling Alicia (253) • Obsession (258, 265) • Carlito (270-71) • IOP Presentation Outline DUE 11/22 B, 11/23 E • Create a Google Doc for Teacher Dashboard titled IOP

  3. 11th A1 Literature (SL) (B) 11/15, (E) 11/16 • When the Elephants Dance: Section 6 (211 - 235) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Responses are DUE to Teacher Dashboard by 3:00 • Class Notes / Discussion: • Fatherhood (211, 212, 214, 222, 225) • Domingo vs Feliciano (213, 214, 215, 219) • Feliciano’s plan (217, 218) • Obligations (223, 224, 234, 235) • Honor (224, 227, 228) • Fear (229, 223) • Depiction of Japanese (230, 226-7) • IOP Presentation Outline DUE 11/22 B, 11/23 E • Create a Google Doc for Teacher Dashboard titled IOP • Kei Matsunmi’sOral Interpretation!

  4. 11th A1 Literature (SL) (B) 11/13, (E) 11/14 • When the Elephants Dance: Section 5 (163 - 207) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • Ate Yu (165, 169, 197, 204) • Ghosts (167, 168, 170, 172, 203, 204) • Adults - Aunts [168, 175, 195] Father [169, 175] • Identity (177-78) • Class & Tradition (179, 180, 182, 183, 186, 191, 193) • The Boys - Mathew[185, 187, 192] Jaime [191, 192] • Symbols - Chimes [187, 198, 203] Candles [188, 199] Energy [199, 200] • Emotions (193, 194, 197) • Isabelle (206-207) • IOP Presentation Sign-up!!! (Chose a day and time, indicate topic or text of interest) – Outline DUE 11/22 B, 11/23 E

  5. 11th A1 Literature (SL) (B) 11/12, (E) 11/12 • When the Elephants Dance: Section 4 (117 - 162) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • Sensory Imagery (117, 11, 138, 148) • Ethics (118, 135, 144, 150, 157) • Class/Patriarchy (119, 122, 123, 155, 162) • Internal Monologue (122, 141, 145, 148, 153) • Guerrillas (125, 126, 128, 132, 133) • Animal Imagery (125, 127-28, 129, 136, 143, 149, 151, 154) • Nina Vargas (130, 134) • Rape (140, 142, 146, [140,147], 156)

  6. 11th A1 Literature (SL) (B) 11/8, (E) 11/9 • When the Elephants Dance: Section 3 (66 - 113) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Responses are DUE to Teacher Dashboard by 3 • Class Notes / Discussion: • Class (73, 82, 84, 91, 97, 108) • Magical Realism (76, 81, 86, 87, 89, 96, 98) • Motifs (Food – 77, Sun 76, 80, 86) • Lying (94, 97) • Grandpa and MangMinno (79, 103-106) • Feminism (108)

  7. 11th A1 Literature (SL) (B) 11/6, (E) 11/7 • When the Elephants Dance: Section 2 (30 - 66) • Table Discussions (15 minutes) • All students read their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • Water (30, 38, 58, 66) • Esmeralda Cortez’ customers: • AlingSofie (34,35) • Gambler’s Wife (36) • Elena (44,45) • Father Ramirez (46, 47) • The party (51-53) • Witchery (55, 38) • Power of Patriarchy (60, 62) • Birds (66)

  8. 11th A1 Literature (SL) (B) 11/5, (E) 11/5 • When the Elephants Dance: Section 1 (1-29) • Table Discussions (10 minutes) • 1 student reads their paragraph OUTLOUD!! • Ask your question and discuss • Class Notes / Discussion: • Social Class - Illustrados (3, 23, 28) • Alejandro and Roderick (4, 5, 7, 13, 14) • Japanese & Makpilis (4, 7, 8, 13, 14, 15) • Animal Imagery (9, 10, 24) • Literary Techniques (11, 14, 16, 18, 19, 20) • Domingo Matapang & Amerikanos (16, 17, 18) • The Hideout: Karangalan (Honor) Family Home • Stress (23, 26) • Isabelle (22) • Roman (24, 27) • Ayling Ana & Esteban (25) • Mang Pedro (27) • Yukino & Mika Yoshi (29) • STORY (29)

  9. 11th A1 Literature (SL)10/24 (E) and 10/23 (B) • PRESENTATIONS!! • “The Shot” • “Daffodils” • “The Rag Rug” • “The Table” • Reminder: Check out When The Elephants Dance. First reading section is DUE AFTER October break!

  10. 11th A1 Literature (SL) 10/18-21 (B) 10/17-19-22 (E) • Class Discussions (10 minutes): What key passages from the Hughes Journal and essays deepened your understanding? • Group Assignment (35 minutes): “The Shot”, “Daffodils”, “The Rag Rug”, and “The Table” • Create a PowerPoint presentation with a clear introduction and conclusion that analyzes key quotations from the poem in reference to the motifs, imagery, themes, and techniques employed by Plath in her poems. • Presentations are 10/24 (E block) and 10/23 (B block) • Reminder: Check out When The Elephants Dance. First reading section is DUE AFTER October break!

  11. 11th A1 Literature (SL) 10/16 (B) 10/15 (E) • Class Discussions (15 minutes): Chose 3 key passages from you’re the journal/interview of Plath and explain what insights you gained from them • Class Reading & Discussions (30 minutes): • Read Out-loud & Discuss “The Rabbit Catcher” Birthday Letters • How does this relate to Plath’s poem? How does intertextualityadd to the meaning of the poem? • Group Assignment (25 minutes): “The Shot”, “Daffodils”, “The Rag Rug”, and “The Table” • Create a PowerPoint presentation with a clear introduction and conclusion that analyzes key quotations from the poem in reference to the motifs, imagery, themes, and techniques employed by Plath in her poems. • You will have 10/17-18, 10/19-21 to work on this. Presentations are 10/21 &10/23 (E block) and 10/22 & 10/24 (B block) • Homework: Read the excerpts from Hughes’s journal and the other texts in the back of the packet. Annotate these and be prepared for a journal entry next class. • Reminder: Check out When The Elephants Dance. First reading section is DUE AFTER October break!

  12. 11th A1 Literature (SL) 10/15 (B) 10/12 (E) • Class Discussions (15 minutes): How does “The Applicant”, “Daddy”, “Ariel”, “Purdah”, and “Lady Lazarus” reveal Plath’s feminist view point? • Listen to “Daddy” read by Plath… • Class Reading & Discussions (50 minutes): • Read Out-loud & Discuss “Child” 1/28 1963 (12 minutes) • How does this poem relate back to “Mirror” and “Morning Song”? • Read Out-loud & Discuss “Words” 2/1 1963 (12 minutes) • How is this poem like “Thought Fox”? • Read Out-loud & Discuss “Baloons” 2/5 1963, 2/11 Suicide (12 minutes) • How does this poem capture the savagery of life? • Homework: Read the excerpts from Plath’s journal and the interview at the back of the packet. Annotate these and be prepared for a journal entry next class.

  13. 11th A1 Literature (SL) 10/11 (B) 10/10 (E) • Journal (15 minutes): Discuss the different ways these poems romanticize death. Focus on the relationship with the sky in “I Am Vertical” and the ocean in “Blackberrying”. • Table Reading & Discussions (55 minutes): • Read Out-loud & Discuss “Mirror” (12 minutes) • Why does the mirror become a lake? Why is the mirror compared to God? What emotions does the woman in the poem have and why? • Read Out-loud & Discuss “The Rabbit Catcher” (12 minutes) • What is the tone in this poem? What does the last stanza do to broaden the meaning? • Read Out-loud & Discuss “Words heard, by accident…” (12 minutes) • How does this relate to Hughe’s poem? How does the bowel imagery relate to the mud? • Read Out-loud & Discuss “Arrival of the Bee Box” (12 minutes) • How is humor used in this poem? • Homework: Read “The Applicant”, “Daddy”, “Ariel”, “Purdah”, an “Lady Lazarus”, for next class, annotate them and be prepared to write about them(Open Note).

  14. 11th A1 Literature (SL) 10/9 (B) 10/8(E) • Journal (15 minutes): What effect does the speaker’s direct address (“you” and “your”) to the respective subjects in “The Colossus” and “Morning Song” have on the reader? • Table Reading & Discussions (50 minutes): • Read Out-loud & Discuss “I Am Vertical” (25 minutes) • What is the subject of this poem? Why does the speaker want to be “horizontal”? • What is the message about nature? (focus on the tree and the flower-head) • Read Out-loud & Discuss “Blackberrying” (25 minutes) • Why does the speaker focus on the sea this poem? Why might it symbolize? • How does the speaker describe gathering blackberries? Why does she call them sisters? • Homework: Review “I am Vertical” and “Blackberrying” for next class and be prepared to write about them.

  15. 11th A1 Literature (SL) 10/8 (B) 10/5 (E) • Journal (15 minutes): Based on the two poems you have read so far, how is Plath different from Hughes (focus on the idea of life and creation)? How is she similar (focus on syntax and form)? • Table Reading & Discussions (50 minutes): • Read Out-loud& Discuss “Colossus” (25 minutes) • What is the extended metaphor, or conceit, in this poem? • What is the speaker’s tone towards fathers, and by extension patriarchy? • Read Out-loud & Discuss “Morning Song” (25 minutes) • What metaphors and similes stand out to you most? Why? • What is the “morning song” in this poem? What does it say about life? • Homework: Review “Colossus” and “Morning Song” for next class and be prepared to write about them.

  16. 11th A1 Literature (SL) 10/4 (B) 10/3(E) • Table Discussions (10 minutes): Discuss the biographical information about Plath and prepare yourselves to respond to the journal prompt. • Journal (15 minutes): What key points did you glean from the biographical information about Plath? What will you be looking for in her poetry as you read it? • Table Reading & Discussions (40 minutes): • Read Out-loud & Discuss “Metaphors” (20 minutes) • How many syllables are in each line? Why is this important? • What metaphors most stand out to you and why? • Read Out-loud & Discuss “Mushrooms” (20 minutes) • How does this poem’s subject differ from the Hughe’s typical subjects? • What stands out to you about the syntax (enjambment, caesura, etc.) • What does the last stanza allude to? What might this mean? • Homework: Review “Metaphors” and “Mushrooms” for next class and be prepared to write about them.

  17. 11th A1 Literature (SL) 10/2 (B) 10/1 (E) • Journal (15 minutes): How does Hughes examine the relationship between the creator and its creation? Focus on “Thought Fox”, “Hawk Roosting”, “…Little Frieda” and the two Crow poems. • Table Discussions (30 minutes): “Love Song”, “A Motorbike”, “Love Pet”& “Don’t Pick up the Telephone” 1. Read Out-loud & Discuss “Love Song” (12 minutes) What is the effect of all the metaphors? Which stand out most to you? How can love be suffocating? 2. Read Out-loud & Discuss “Motorbike” (12 minutes) What images stand out most to you in this poem? How does this relate to what we discussed about Post Traumatic Stress Syndrome in Cermony? Why does the poet say the quiet young man “escaped”? What is the effect of the enjambment in this line? 3. Read Out-loud & Discuss “Love Pet” (12 minutes) What is the “it” in this poem? What are the things it is eating? What is the relationship between the “he” and the “she” to “it”? Why is the title “Love Pet”? What does this add to the poem? 4. Read Out-loud & Discuss “Don’t Pick up The Telephone” (12 minutes) Why is the speaker so angry with the telephone? What might it symbolize? How might this poem relate to social media today? • Homework: Read Plath Biographies. Annotate with your own questions and comments.

  18. 11th A1 Literature (SL) 10/1 (B) 9/28 (E) • Journal (15 minutes): How does Hughes examine the motif of death and its strange relationship with life throughout the poems we have read so far? • Table Discussions (30 minutes): “Full Moon and Little Frieda”, “Crow’s Last Stand” & “Crow’s First Lesson” • Discuss your questions • Do the general Analysis (S/S, D/T, S/S, T/M) • Class Discussion (20 minutes) • Homework: Read “Love Song”, “A Motorbike”, “Love Pet”& “Don’t Pick up the Telephone” and annotate the poems with questions, insights. Also do the general analysis.

  19. 11th A1 Literature (SL) 9/27 (B) 9/26 (E) • Journal (15 minutes): Discuss the motif if eyes in the poems we have read so far. How does Hughes uses the eyes, and to what effect? • Table Discussions (30 minutes): “Jaguar”, “View of a Pig”, and “Otter” • Discuss your questions • Do the general Analysis (S/S, D/T, S/S, T/M) • Class Discussion (20 minutes) • Homework: Read “Full Moon and Little Frieda”, “Crow’s Last Stand” & “Crow’s First Lesson” and annotate the poems with questions, insights. Also do the general analysis.

  20. 11th A1 Literature (SL) 9/25 (B) 9/24 (E) • Journal (15 minutes): Using the five poems we have read so far, what can you say about Hughes poetic aesthetic, or philosophy? • Table Discussions (15 minutes): “Pike” • Discuss your questions • Do the general Analysis (S/S, D/T, S/S, T/M) • Class Discussion (20 minutes) • Homework: Read “Jaguar”, “View of a Pig” & “Otter” and annotate the poems with questions, insights. Also do the general analysis.

  21. 11th A1 Literature (SL) 9/24 (B) 9/19 (E) • Finish “Thought Fox”(20minutes) • Read/Mark Text Thoroughly (S/S, D/T, S/S, T/M, LE) • The Audio :0) • Table Discussions (30 minutes): “The Hawk in The Rain”, “Wind”, and “Hawk Roosting”. • Discuss your questions • Do the general Analysis (S/S, D/T, S/S, T/M) • Highlight key Literary Elements (LE) • Class Discussion (20 minutes) • Homework: Read “Pike” and annotate the poem with questions and insights)

  22. 11th A1 Literature (SL) 9/18 (B) 9/17 (E) • Poetry: Sound Elements Quiz (20 minutes) • Begin Ted Hughes (50 minutes) • Biography / “Thought Fox” • Read/Mark Text Thoroughly (S/S, D/T, S/S, T/M, LE) • Homework: Read “The Hawk in The Rain”, “Wind”, and “Hawk Roosting”. • Research the poems online (poetryfoundation.org is a good source) • Mark the poems with comments (S/S, D/T, S/S, T/M, LE) • Ask questions: L2 – Analysis, L3 – Synthesis, L4 – Evaluation

  23. 11th A1 Literature (SL) 9/17 (B) 9/14 (E) • Finish Mandala Presentations (10 min) • Poetry: Sound Elements (20 minutes) • Meter Quiz NEXT CLASS [MINOR] • Read “Woodchucks” (30 minutes) • Review IB Elements / Tone / Mood • Mark Poem: Speaker(s)/Subject(s), Structure/Syntax Tone/Diction, Theme(s)/Message(s) • Begin Example Essay (10 minutes) • Underline all examples where the writer analyzes rhythm to support her understanding of the main poetic elements. • Will begin Hughes and Plath next time! • Preview poems and make comments / ask questions in the margins.

  24. 11th A1 Literature (SL) 9/13 (B) 9/12 (E) • MandalaPresentations (Entire Block) • 4 minutes Maximum! • 1 minute for follow up questions • Begin “Sounds of Poetry”…

  25. 11th A1 Literature (SL) 9/11 (B) 9/10 (E) • Continue: CeremonyLiterary Criticism (70 min): • Annotate the text with your own notes (adding to mine) • JOURNAL: Explain three arguments from each essay and explain how they deepened your understanding of the novel. Also write a brief paragraph explaining an aspect of the novel that you would enjoy doing an Oral Presentation on. • If you DON’T finish today in class, finish for homework • If you finish early, please work on your Mandala and 3-minute oral presentation. DUE NEXT CLASS!!

  26. 11th A1 Literature (SL) 9/10 (B) 9/7 (E) • Ceremony: Literary Criticism (70 min): • Annotate the text with your own notes (adding to mine) • JOURNAL: Explain three arguments from each essay and explain how they deepened your understanding of the novel. Also write a brief paragraph explaining an aspect of the novel that you would consider doing an Oral Presentation on.

  27. 11th A1 Literature (SL) 9/6 (B) 9/5 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Review Mandala Assignment (10 minutes) • Ceremony prompts (Section 6): Incorporate 2 quotes min! CIRCLE BEST 1 • Analyze Ts’eh Montano’s character in this section, paying attention to Tayo’s interactions with her and his developing understanding of who she is. Pay particular attention to what she does with the flowers and her prognostications about the future. • In this section Tayo comes to an even deeper understanding of the “destroyers,” and he realizes Harley and Leroy are not his friends. Discuss this realization, analyze the truck as a symbol, and examine the scene where Tayo confronts evil. How does he conquer the evil? • Tayo realizes in this section how the Enchanted Mesa is a “convergence point”. Discuss the significance of this and how it relates to the concept that time is boundless (without boundaries) and is always in transition. • The poems in this section are fragmented, but related. How do the Laguna stories told in them relate to Tayo’s journey? • Class Notes / silent reading (35 minutes)

  28. 11th A1 Literature (SL) 9/4 (B) 9/3 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Ceremony prompts (Section 5): Incorporate 2 quotes min! • Analyze the story about the Ck’o’yo Gambler and discuss its significance to Tayo’s journey. What does the gambler represent in modern society? Why can’t he be killed? What is the significance of his using human blood to gain control over people? • Discuss the woman Tayo meets and what she represents. What is the significance of their sexual encounter? What is she doing with the rocks and herbs? The hunter is obviously not her husband, but he is connected to the woman. Discuss his significance as well. Also, examine the way she uses the blanket on page 193. • While Tayo is on North Top, he realizes some things about the lies he has been told. Discuss the significance of these lies and relate it to Floyd Lee’s use of the stolen cattle, the land, and the animals on the land. • What is the significance of the mountain lion Tayo sees? Why does he come to Tayo when he does? What’s his function in the Ceremony? • Class Notes / silent reading (35 minutes)

  29. 11th A1 Literature (SL) 9/3 (B) 9/1 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Ceremony prompts (Section 4): Incorporate 2 quotes min! • The author’s description of Betonie’s hogan is very vivid, and it stirs up Tayo’s emotions. Analyze Tayo’s emotions and discuss his confusion about Betonie and how it highlights the conflict between modern psychology and ceremony. • Discuss the bear people story and how it relates to Betonie’s helper. What kind of “bear people” are in our society? How do we treat them? Focus on Betonie’s warning toTayo that not everything we don’t understand is because of witchery. • The story about where white people come from might affront white readers. What does this story mean and how might it be construed as racist? What does it say about white culture? Is it accurate? • The ceremony Tayo goes through connects the sand painting with reality and helps release much of Tayo’s angst. This ceremony seems to be very old as well, so discuss it’s origin and how it relates to Betonie’s grandparents. Also focus on the colors and the symbolism behind them. • Discuss the Helen Jean scene and relate it to the hero’s journey. How is Tayo being tempted? How does Helen’s story relate to Tayo’s? • Class Notes / silent reading (35 minutes)

  30. 11th A1 Literature (SL) 8/30 (B) 8/29 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Ceremony prompts (Section 3): Incorporate 2 quotes min! 1) How does the Mexican woman at Lalo’s bar (Night Swan) represent the repression of the feminine by societal taboos and expectations? 2) Discuss Tayo’s conflicting emotions about science and story. 3) Discuss the Night Swan’s conversation with Tayo about how he’s “a part of it now”. What is he a part of? 4) What social issues are explored in the description of Gallup and what writing techniques does the writer use to bring them to life? • Class Notes / silent reading (35 minutes)

  31. 11th A1 Literature (SL) 8/28 (B) 8/24 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Ceremony prompts (Section 2): Incorporate 2 quotes min! • The tension between Emo and Tayo is complex and highlights several social issues (3 I can think of) related to Native American culture and its WWII veterans. Analyze their conflict and discuss its significance. Focus on“Emo’s poem”, the melon section, and Tayo’s response. • Tayo remembers his discussion with Josiah at the spring, and this reminds him of another Laguna story about rain. What’s the significance of this poem and how does it relate to his current situation? • Rocky and Auntie are very different from Tayo, Josiah, and Grandma. Discuss these differences focusing on the cattle and deer scenes/memories. • Tayo’s relationship with the memories of his mother, and all that entails, leads to descriptions about individual vs. common consciousness. Explore this major theme and focus on how it creates confusion for Tayo. • Class Discussion / silent reading (35 minutes)

  32. 11th A1 Literature (SL) 8/23 (B) 8/22 (E) • Group Discussions (10 minutes) / JOURNAL (15 minutes) • Ceremony prompts (Section 1): Incorporate 2 quotes min! • How does the Laguna story on page 12 relate to Tayo? Why does Tayo feel so guilty? (Please Focus on the author’s descriptions on page 10 and 11.) • How is “story” a part of the Laguna cosmological system and why is it so important? (Please focus on all the poems and Ku’oosh’s words.) • How does the author capture Tayo’s struggle with Post Traumatic Stress Syndrome and how does it relate to the theme of identity and circular time? • How is Tayo different from his auntie, Emo, and Harley? How are these forces weighing on Tayo? • Class Discussion (30 minutes) • Literary Guide on Blog / Return Commentaries!! (15 minutes)

  33. 11th A1 Literature (SL) 8/16 (B) 8/17 (E) • Practice Commentary (Entire Block) • Read the passage • Annotate the passage with notes • Organize your essay (outline, web, etc.) • Write the essay (Double-space!) • Header: Name, Date, Mr. Cook, Title the commentary! • First Section of Ceremony: Reading Due Next Class!

  34. 11th A1 Literature (SL) 8/14 (B) 8/15 (E) • JOURNAL (15 minutes): Chose something from Campbell (not what you’ve already written about) that you either liked or disliked and explore why it made you feel this way. • Discuss your answers at your tables (5 minutes) • Group Discussions (20 minutes): Campbell 5-8 • Swap paragraphs, read and discuss • Class Discussion / Add notes in margins • The Steps of the Hero’s Journey (Joseph Campbell) • Ceremony (20 Minutes) • Assignment Overview (Due Dates, etc.) • Terms and Concepts Sheet • Read “Sure You Can Ask Me A Personal Question” • Steriotypes, etc. • Commentary Writing Review (15 minutes) • The SL Rubric and The Writing Process • HOMEWORK: • Check-out a copy of Ceremony for next class!! • Review for practice Commentary NEXT CLASS

  35. 11th A1 Literature (SL) 8/13 (B) • Notes: What are the steps of the hero’s journey? (20 minutes) • JOURNAL (15 minutes): Chose a book or movie that you like and discuss how it follows the archetypal hero’s journey. • Discuss your answers at your tables (5 minutes) • Campbell 5-8: • Read silently and highlight key passages that help you answer questions 5-8 (20 minutes): • Discuss the reading at your tables and assign questions responses for homework (10 minutes) • HOMEWORK: • Write a thoughtful response to your question and be prepared to share it with your peers next class. • Check out Ceremony by Thursday, August 16.

  36. 11th A1 Literature (SL) 8/8 (B) 8/13 (E) • Journal Rubric: Ideas, Sentence Fluency, Word Choice (10 minutes) • JOURNAL (15 minutes): The character you created last class has just faced the biggest challenge of their life. Write a 1-page account from their best friend’s perspective explaining the challenge and how it was faced. Be sure to include the key “biographical” information you decided on last class. • Supplies Check (MINOR ASSESSMENT) • Group Discussions (20 minutes): Campbell 1-4 • Swap paragraphs, read and discuss • Class Discussion / Add notes in margins • Work on Campbell (15 minutes) 5-8 [B DUE 8/14] , [E – DUE 8/15]

  37. 11th A1 Literature (SL) 8/6 (B) 8/10 (E) • Introduction: Mr. Cook cookj@ismanila.org (10 minutes) • Course Outline & Rules (20 minutes) • Supplies (DUE Next Class - MINOR ASSESSMENT) • 1” 3 ring binder • 5 dividers [Assignment Sheets, Handouts, Texts, Graded Work, Writing] • 50 pages lined loose-leaf binder paper • Journal [179mm X 252mm] • package of sticky notes • Ice-Breaker: Group Autobiography (20 minutes) • HOMEWORK (20 minutes to work in class) • Begin Campbell’s “The Hero’s Journey” • Each Person Chose 1 Question (1-4) to write about (DUE NEXT CLASS)

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