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4/1-Hope you had a wonderful Spring Break!

4/1-Hope you had a wonderful Spring Break!. Objective: Through reading, writing and discussion, students will analyze how culture impacts character’s interpretations of justice in The House of the Spirits through analysis and close reading of short passages. Quiz-Chapters 4 and 5

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4/1-Hope you had a wonderful Spring Break!

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  1. 4/1-Hope you had a wonderful Spring Break! • Objective: Through reading, writing and discussion, students will analyze how culture impacts character’s interpretations of justice in The House of the Spirits through analysis and close reading of short passages. • Quiz-Chapters 4 and 5 • Close reading and analysis of passages in small groups. • Large group discussion • Exit ticket

  2. ACT Reminders • Reminders: April 23-ACT • ACT Prep: Monday, Tuesday, Wednesday, Friday after school in the Future Center • Thursday-After school (after period 6) in 203 • Lunchtime: Tuesdays and Thursdays here (222) • This Week: Monday/Tuesday: The House of the Spirits • Wednesday/Thursday: Rights of a Child/Justice in Julius Caesar • Friday: Read chapter 7 in The House of the Spirits

  3. Grades-End of the Year • Make sure you are checking your grades and making up any missing assignments. • http://subudhi.wikispaces.com

  4. Quiz • What different cultures are presented in this part of the novel? How is class playing a role in the different cultures?

  5. In Class Essay: April 10/11-45 minutes • Choose one of the characters: How does their past define or not define who they are? • Choose one element of culture: How does that element of culture present itself in the novel so far? • What is the importance of different narrators telling the story? • How is justice presented in the novel so far?

  6. Close reading • We will move through these two chapters with small groups being the experts and discussion leaders on different sections. • As you think about leading the discussion: • Put your insight together in a way so that you are not reading each question and answering it. • Choose important quotes from your section to point out your insights. • What questions came up for you as you were discussing this section? Present those in the discussion so that we can discuss them as an entire class.

  7. Close Reading Sections-Period 3 • 145-147: Class: Afra, Stephanie, Dipak • 151-153: Ferula and Esteban: Rayshawn, Inga, Jose • 153-155: Esteban and Pedro Tercero Garcia: Chris, Amanda, Zach • 160-164: Earthquake: Sam, Geoffrey, Daniel • 164-166: Clara: Naomi, Malachi, Angelica • 170-172: Pedro Tercero/Esteban: Jacinda, Mitchell, Zoe • 176-179: Esteban and Clara: Mohamad, Isha, Keshav • 181-184: The Count: Shun, Isaiah, Shea • 185-188: Jaime and Nicolas: Luke, Jereme-Ashlee, Christian • 188-192: Pedro Garcia’s death: Tyler, London, Jacob • 199-202: Esteban and Blanca: Feruza, Angelica, Zaw • 205-208: The Estebans:

  8. Close Reading Sections-Period 4 • 145-147: Class: D’Naya, Alma, Chelsea • 151-153: Ferula and Esteban: Akmal, Antonio I, Jesus S. • 153-155: Esteban and Pedro Tercero Garcia: Brittany, Victory, Nicole • 160-164: Earthquake: Sandra, Nubia, Cierra • 164-166: Clara: Michael, Chris, Jesus P. • 170-172: Pedro Tercero/Esteban: Azspen, Malachi, Abdul • 176-179: Esteban and Clara: Tran, Simon, Haley • 181-184: The Count: Kaylee, Antonio G., Selena • 185-188: Jaime and Nicolas: Eduardo, Isaiah, Sadie • 188-192: Pedro Garcia’s death: Lorenzo, Martha, Johnnie • 199-202: Esteban and Blanca: Joe, Ammar, Anis • 205-208: The Estebans:

  9. Exit Ticket • How does culture impact one character’s understanding of justice?

  10. 4/3 • Objective: Students will analyze justice applications across cultures by analyzing and evaluating the Declaration of the Rights of the Child and Mandela’s statement on International Children’s Day. • Agenda: Choice of studies • 215: survey • 216-17: Anticipation guide • Declaration of the Rights of the Child • Mandela’s statement

  11. Declaration of the Rights of the Child • As you read, summarize either in your own words or in illustrations what each principle is saying. • You can do this on the margins or on your own paper.

  12. Mandela’s Speech • Highlight or underline his arguments. • What comparisons do you notice between what Mandela is arguing for and our culture?

  13. In Small Groups • Are the programs Mandela is suggesting implemented in this country or community? • Come to a consensus…

  14. Exit Ticket • What universal rights do you think a child should have regardless of culture?

  15. 4/5 • Objective: Through reading and discussion, students will evaluate the universal themes of justice apply them to different cultures. • Mandela’s statement (221) • School’s Out for Summer (223) • Finish chapter 6 discussion • Chapter 7 discussion • Exit ticket

  16. Homework: Prepare for in-class essay-Next Wed. or Thurs. • Choose one of the characters: How does their past define or not define who they are? • Choose one element of culture: How does that element of culture present itself in the novel so far? • What is the importance of different narrators telling the story? • How is justice presented in the novel so far? Chapter 8 Reading question: Why does Blanca agree to marry Jean? What is their relationship like?

  17. In pairs • Read Mandela’s Statement (221) • Come to a consensus on if you think these plans are successfully implement in our community or country. • Make a list of your thoughts and decision on each one.

  18. School’s Out for Summer • As we read this essay notice the structure. Mark the hook, thesis. • Mark her solutions.

  19. What other solutions can you think of? • People getting on food stamps • Sending trucks and announcement for summer food lunch locations (tailgate lunches) • Make food stamp application easier • Pass out flyers to houses, commercials

  20. Chapter 7 Discussion • What cycles do you see developing? • Why does Clara say they will have to buy some new birds? Are the birds a symbol? • Who is the poet?

  21. Strongly Disagree Agree Jaime was right in performing the abortion. Disagree Strongly agree

  22. Four Corners Strongly Agree Strongly Disagree Clara cares about Esteban. Agree Disagree

  23. Exit Ticket: • Jamie should have performed the abortion. • Jamie should not have preformed the abortion. • Clara cares about Esteban. • Clara does not care about Esteban. Don’t forget supporting evidence.

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