Tag Archive for read aloud

World Lit: A Doll House, Sexism in the Media

October 16, 2019 / / No comments

Standard:

  • ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I will evaluate the specific claims in an article I find online, determining whether there is a bias towards or against women in the article I found.

Activator: Olympic coverage criticized for sexism

Work Session: Welcome back to class, everyone! I hope everyone had a good weekend 🙂

Today we’re going to continue reading A Doll’s House, act I part 2 – through the end of the act (that’s pages 955-971 in our textbook if you wondered). I’ll need readers for the following parts:

Nora
Mrs. Linde
Krogstad
Rank
Helmer
The Children (3 people)
Nurse

After we finish reading and discussing the play for today, we’re going to check out this article: The 14 Most Sexist Moments in the Olympics (So Far). As you know, the 2016 Olympics were in Rio, and they got a lot of coverage on the news for how the female athletes were treated. You might even have heard about it. But it’s not just limited to the Olympic coverage – sexism in the media is EVERYWHERE. So after we go through this list together, I want you to pull our your phone or jump on a computer in the classroom and find another example of sexism in the media. You might find sexist news coverage, in the way a criminal is sentenced, or in the words of a celebrity on social media.

Closing Session: For your TOTD, write down the address of your sexist thing you found online and turn it in. We will also bounce around the class and share what we found!

Assessment: TOTDs can be graded, formative checks during read alouds.

Differentiation: Process (varied length reading parts), Interest (students find their own examples online)

World Lit: A Doll House, Act I, part one

October 15, 2019 / / No comments

Standard:

  • 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.

Learning Target: I will read the first half of act I of A Doll’s House, analyzing the characters of Nora and Helmer through class discussions, focusing on how those characters develop a theme in the story.

Activator: A Probably Inadequate Summary of A Doll’s House:

Work Session: Well, as you might have guessed from our video, today we’re going to start reading out anchor text for this unit, A Doll’s House by Henrik Ibsen. YES, I REALIZE THE IRONY OF USING A PLAY WRITTEN BY A MAN IN A UNIT ABOUT FEMINISM. But this is one of the first feminist texts that was ever written, so that’s why we’re going with it. Also, it’s in our textbook, which makes life easier. (It used to be in our textbook, now I have really no excuse except it’s a good play and I like it.)

If you’re reading from home and/or ISS, here’s the full text online, and if listening instead of reading is more your style, here’s the full audiobook.

But today in class we’re going to choose characters and read aloud. I need volunteers for the following characters:

  • Nora (LONG PART)
  • Helmer (LONG PART!)
  • Porter
  • Maid
  • Mrs. Linde (LONG, but not as long as Nora or Helmer)

Don’t worry; if you volunteer to read today, you won’t have to read tomorrow (unless you volunteer again).

Our entire work session today will be reading and discussing the play!

Closing Session: For a little bit of fun before you go today, let’s check out this cool list together – Ten Amazing Women Who Led Rebellions!

Assessment: Formative assessment during discussions.

Differentiation: Varied length reading parts, learning style (audiobook vs text vs acting it out)

World Lit:Book 24, Achilles and Priam

August 30, 2019 / / No comments

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

Objective
Students will read and analyze book 24 of The Iliad, completing critical reading questions at the end of the selection.

Opening Session
Clean Classics Summarized: The Iliad

Work Session
We’re going to finish reading The Iliad today!

After we read the ending of the story together, I want to discuss it as a class briefly and recap what happens after it ends. You know, how the Trojan War ends and that sort of thing.

Finally, we will finish out the day by working on the Critical Reading questions at the end of the selection. You will also have some time tomorrow to finish them up.

Closer
3-2-1: For a ticket out the door, consider the ending of The Iliad and write down 3 things you found interesting, 2 things that were surprising, and 1 thing you would have changed if you had been writing the story.

Assessment
Formative (Critical reading questions, class discussions)

Differentiation
Process (Scaffolding); Product (extended questions)

World Lit: Book 22, The Death of Hector

August 27, 2019 / / No comments

Standards

  • 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
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA
  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA

Learning Target
Students will read and analyze “The Death of Hector” from The Iliad.

Opening Session

It’s Vocab Review time, and we’re playing KAHOOT!!

We will spend ten minutes doing a Kahoot game with the vocabulary words from this week. YOUR QUIZ IS ON THURSDAY!!! (and tomorrow is a half day, so we won’t have much time together!)

Work Session

We’re continuing to read The Iliad today! Our goal for today is to read through all of Book 22, which contains the most important scene of the whole book: Hector’s death.

We will be using the same reading strategy we used with “Two Kinds,” where we will alternate paragraphs between the teacher and a student. While reading her paragraphs, Ms. Hannah will walk around and tap someone on the shoulder. If you get tapped, it’s your turn to read! You’ll take the next paragraph, and then Ms. Hannah will pick it back up. This way, you will have a little bit of warning if you’re reading next, but also, you can’t just look ahead and memorize your passage.

As we read, we will stop and talk about what’s going on, and even do a little bit of reenactment!

Reading The Iliad book 22 will take approximately 55 minutes of class time, from 11:50-12:45.

If we finish early, students should begin work on Critical Reading questions 1, 2, and 3 (on the last page of the packet). These questions will be completed and due after we finish reading book 24 on Friday.

Closing Session
Close with a “notice and wonder” for today! Write down two things you NOTICED while reading, and two things you’re WONDERING about. (11 minutes, 12:45-12:56 [lunch bell])

Assessment
Formative (discussions, notice and wonder, comprehension questions)

Differentiation
Process (scaffolding, annotated text)

American Lit: The Crucible, Act I

February 7, 2019 / / No comments

Standard: ELAGSE11-12RL3 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).

Learning Target: I can analyze a dramatic text to determine appropriate tone and inflection to convey meaning.

Opening Session: The Crucible movie trailer!

Work Session: Today our main focus will be reading the first half of act I of The Crucible, through Betty falling asleep on page 25 in the book. I will be reading as the narrator, and I need volunteers to read for each of the following parts:

  • Tituba
  • Parris
  • Abigail
  • Susanna
  • Mrs. Putnam
  • Putnam
  • Mercy
  • Mary
  • Betty
  • Proctor
  • The Narrator (Mrs. Bristow)

As we finish reading today, we will look into our textbooks, on page 124. I would like for you guys to start making notes about the various characters you met today on the note-taking chart. You should be able to fill out the notes and possibly motivations for each of the characters we met today, which is everyone on the chart except Francis and Rebecca Nurse, Reverend Hale, and Giles Corey (we will get to them tomorrow).

Closing Session: Vocab review – Crossword Puzzle!!

Assessment: Informal – class reading and discussion

Differentiation: Interest, Process (student choice in reading parts, varied reading lengths)

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