Archive for August 7, 2019

World Lit: By Any Other Name

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Learning Target
I can analyze how an author presents a cultural identity through a story.

Opening Session
Think-Pair-Share: Look up the meaning and history of your name on BehindTheName.com (use your phone!). Tell your partner about your name, and share any interesting discoveries with the class.

Work Session
We’re going to read a story about names today! Flip in your Springboard to page 43, and let’s read “By Any Other Name” by Santha Rama Rau.

Please read with your table, alternating reading paragraphs aloud around the table. I’ll come around and help, monitor, and maybe jump in and read a little too 🙂 If your group finishes reading early, you can answer the Second Read questions on page 48 to help deepen your understanding of the story.

When everyone is done, let’s discuss this story. How does giving kids a “white” name help destroy their cultural identity?

Closing Session
Write a one-paragraph reflection: How would you have felt in Santha and Premila’s situation? How would you react if a teacher or  administrator took your name away on your first day of school?

Assessment
Formative (Class discussion, reflection paragraph, second read questions)

Differentiation
Process (Scaffolding, vocab list, graphic organizer)

AP Lit: Stopping by woods…

Standards

  • CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Common Core State Standards Common Core English/Language Arts
  • CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.6 Assess how point of view or purpose shapes the content and style of a text. Common Core State Standards Common Core English/Language Arts
  • CCR.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Common Core State Standards Common Core English/Language Arts
  • CCR.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Common Core State Standards Common Core English/Language Arts
  • RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Common Core State Standards Common Core English/Language Arts
  • RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Common Core State Standards Common Core English/Language Arts
  • RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Common Core State Standards Common Core English/Language Arts

Learning Objective
Students will be able to analyze a poem at a college level and identify rhyme scheme, metaphor, mood

Activator
voice lesson
grammar lesson
mood video: https://www.scholastic.com/teachers/blog-posts/mary-blow/2017/Exploring-Mood-in-Robert-Frosts-Snowy-Woods/ (Video is halfway down)

Learning session

Read Stopping by the woods on a snowy evening on p.674 of Mcgrawhill. Read through p. 677 highlighted text, discussing with class.

Complete one of the following:
1. Write a paragraph explaining how Frost uses word choice, setting, or imagery to develop the mood in the poem.share with class.
2. Write a snowy day poem mimicking the literary techniques that Frost uses to establish mood in his poem. Share with class.

Closing
Share student work

Homework

Accomodations
Student choice of written assignment