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Objective

Objective. Students will understand the basic plot line of Heart of Darkness and begin to evaluate Marlow’s view on colonialism through small group discussions, a large group discussion and a written paragraph. Agenda: Small group discussions Large group discussion Small group paragraph.

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Objective

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  1. Objective • Students will understand the basic plot line of Heart of Darkness and begin to evaluate Marlow’s view on colonialism through small group discussions, a large group discussion and a written paragraph. • Agenda: Small group discussions • Large group discussion • Small group paragraph

  2. Period 3 groups • 1. London, Geoffrey, Zach, Halle • 2. Jacob, Shea, Ariel, Shun • 3. Zoe, Stephanie, Keshav, Rayshawn • 4. Jacinda, Naomi, Malachi • 5. Feruza, Isha, David, Isaiah • 6. Mitchell, Dipak, Christian • 7. Mohammad, Tyler, Inga, Jose • 8. Angelica, Chris, Afra, Ashley, Amanda • 9. Daniel, Sam, Jereme-Ashlee, Zaw

  3. Period 4 Groups • 1. Ammar, Jose, Martha, D’Naya • 2. Brittany, Isaiah, Kaylee, Alma • 3. Ogden, Eduardo, Antonio • 4. Victory, Sandra, Azspen, • 5. Malachi, Nicole, Anis • 6. Tran, Abdul, Selena, Jesus P. • 6. Cierra, Sadie, Chelsea, Chris • 7. Michael, Simon, Jesus, Nubia • 8. Luke, Antonio I. Lorenzo • 9. Akmal, Haley, Johnnie

  4. Map • http://maps.google.com/maps/ms?ie=UTF8&oe=UTF8&msa=0&msid=106327373044699100974.00046ad8f43679ddcd43c

  5. Joseph Conrad (1857-1914) Marlow’s & Conrad’s 1889-90 journey into “Heart of Darkness”

  6. In groups • Write down three quotes with images that stand out to you. • Describe the scene in your own words.

  7. Tone • Tone: the writer's attitude toward the material and/or readers. Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc.

  8. Tone • The author’s attitude towards the characters or the story. The author may not like the characters, and may make fun of them in a subtle way. • Tone is different from mood because it describes how the author feels about the characters, whereas mood describes how the reader feels when reading the story.

  9. Images creating the tone • Exit ticket: In your groups • How are the images you found setting the tone for the novel?

  10. 1-15 • Objective: Students will evaluate and analyze Marlow’s perspective on colonialism through small group discussions and a group paragraph.

  11. Group Paragraph • What do you think Marlow’s view on colonialism is? • Colonialism is the policy or practice by which one country installs a settlement of its people on the lands of another society. • Use three quotes to support your argument.

  12. What is Marlow’s perspective on colonialism? Figure out, as a group, what you think Marlow’s stance on colonialism is. What made you think that? Those should be your quotes in your paragraph. (Note: Your answer to this may change as you continue to read, and that is okay. As a group, write a paragraph with a clear argument for the topic sentence and quotes to support it.

  13. 1/16-1/17 • Objective: Students will analyze the use of imagery and evaluate the Conrad’s description of the natives through watching a video clip, small group discussions and large group discussions. • ACT Practice-Reading • Discuss Part 1 • Heart of Darkness Video • Short reading-Racism in Heart of Darkness • Small group discussions • Is Heart of Darkness a racist novel? • Homework: Read through page 40 and answer questions for Friday.

  14. Focus questions • How is Kurtz similar or different from the image that is presented of him? • How does Conrad portray the natives? • What is Marlow’s view on colonialism? • Prior to 1950, Heart of Darkness was considered “The African Novel” in the Western culture. Do you think it should be considered the quintessential African novel?

  15. Take 5-In small groups discuss • What main events could you figure out that happened? • What new characters were introduced? • What questions do you have?

  16. Period 3 groups • 1. London, Geoffrey, Zach, Halle • 2. Jacob, Shea, Ariel, Shun • 3. Zoe, Stephanie, Keshav, Rayshawn • 4. Jacinda, Naomi, Malachi • 5. Feruza, Isha, Luke, Isaiah • 6. Mitchell, Dipak, Christian • 7. Mohammad, Tyler, Inga, Jose • 8. Angelica, Chris, Afra, Ashley, Amanda • 9. Daniel, Sam, Jereme-Ashlee, Zaw

  17. Period 4 Groups • 1. Ammar, Jose, Martha, D’Naya • 2. Brittany, Isaiah, Kaylee, Alma • 3. Ogden, Eduardo, Antonio • 4. Victory, Sandra, Azspen, • 5. Malachi, Nicole, Anis • 6. Tran, Abdul, Selena, Jesus P. • 6. Cierra, Sadie, Chelsea, Chris • 7. Michael, Simon, Jesus, Nubia • 8. Antonio I. Lorenzo, Cassidy • 9. Akmal, Haley, Johnnie

  18. Heart of Darkness Video • Do you agree or disagree with this interpretation of the novel so far? • Images: Were they how you imagined it, or different?

  19. In small groups • In Part 1, what descriptions do you see of the natives? • What impression do you get of them from Marlow? • What language does he use to describe them? What words does he choose, and when does he choose to use each of them? • Exit Ticket: On the same paper… • After your discussions and reading up to this point, and the handout: Do you think the novel is racist?

  20. Is the novel racist? • Based on what you discovered, do you think the novel is racist? • After reading the handout, do you agree or disagree?

  21. Groups-Period 3 • Mitchell, Sam, Afra, Amanda • Geoffrey, Chris, Malachi, Isaiah • Halle, Daniel, Jereme-Ashley, London • Inga, Mohamad, David, Zoe • Dipak, Feruza, Ashley, Jacinda • Angelica, Tyler, Shun, Jacob • Christian, Keshav, Zaw, Zach • Isha, David, Naomi, Stephanie • Rayshawn, Ariel, Jose

  22. Groups-Period 4 • Anis, Antonio G., Simon, Joe • Lorenzo, Tran, Abdul, Malachi • Sandra, Eduardo, Ammar, Isaiah • Jesus P., Sadie, Chelsea, Haley • D’Naya, Martha, Antonio I, Eduardo • Akmal, Jesus S., Victory, Azspen • Kaylee, Martha, Selena • Cierra, Chris, Michael, Nicole, • Johnnie, Nubia, Ogden, Alma,

  23. 1-18 • Objective: Students will analyze and discuss pages 1-40, especially focusing on the images of light and darkness, the character of Kurtz and racism in the novel Heart of Darkness through writing, and a Socratic seminar. • Journal entry • Discuss essay • Discussion/Socratic Seminar: Pages 1-40 • Exit ticket

  24. Journal Entry: Creative Piece Write your own story or poem using images of light and darkness to help set the scene.

  25. Discussion Expectations • Participate in the conversation. (10-8-5) • When possible, use supporting evidence to help you make your point. (+1) • Actively listen when you are not speaking. • Take notes (especially consider your essay topic).

  26. Discussion • How does Conrad use light and darkness in the novel? • How is Kurtz characterized?

  27. Socratic Seminar • Is the novel racist?

  28. Exit Ticket • What new insights do you have from today? What is still confusing?

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