Day 31: Topic sentences and evidence

In what ways do the texts 1984 and The Death of Ivan Ilyich use literary devices (your choice) to show a similar tension between the external world and the interior life of an individual?

1. What makes up our interior life?

2. What are the forces of the external world?

3. What is synthesis?

Pair Share of topic sentences. Give and get feedback.

_____ A strong TS is arguable.  Someone has to be able to disagree with you.

_____ A TS is a complete sentence.

_____ A TS takes a stand or draws a conclusion, rather than summarizing or simply announcing a subject.

_____ A TS is as specific as possible, rather than vague or general.

_____ A TS expresses one main idea, & does not make too many points all at once.

_____ A TS strategically supports your thesis.

Re-visit evidence --> HOW does the evidence support and show your insight?

*Re-annotate your evidence

*What words, ideas, insights stand out in the evidence?

*What patterns or ideas are present?

*How does the evidence connect to the conflict between interior life and external world?

Body Paragraphs --> let's check out handout

Day 29: Thesis work and how to compare

1. Thesis statement handout and work. Working alone, complete the handout. Once done, work in triads to review and revise once more.

2. Structure --> how does this essay come together?

Point-by-Point --> discusses some aspect of the two characters in each body paragraph.

Subject-by-Subject --> discuss one text (subject) in each body paragraph and then have an additional body paragraph to evaluate the comparison made in the essay.

My suggestion if to use Point-by-Point method as it will allow for deeper analysis and more complete comparison.

HW: Evidence collection & topic sentence writing

Day X: C block

To review:

• A strong thesis is arguable.  Someone has to be able to disagree with you.
• A thesis is a complete sentence (for a paper that is fewer than 10 pages, you really should not need more than one sentence to make a clear argument).
• A thesis takes a stand or draws a conclusion, rather than summarizing or simply announcing a subject.
• A thesis is as specific as possible, rather than vague or general.
• A thesis expresses one main idea, & does not make too many points all at once.
• A thesis expresses a new insight. It presents a unique ideas

Any questions about the prompt or your literary device?

Day 28: Let's talk about the question

The prompt 😈

What is the prompt asking you to do? Put into your own words.

Literary terms we've discussed ... let's review the terms sheet 😊

Lit terms brainstorm from C block
Lit terms brainstorm from F block

Let's start writing thesis statements. But remember:

• A strong thesis is arguable.  Someone has to be able to disagree with you.
• A thesis is a complete sentence (for a paper that is fewer than 10 pages, you really should not need more than one sentence to make a clear argument).
• A thesis takes a stand or draws a conclusion, rather than summarizing or simply announcing a subject.
• A thesis is as specific as possible, rather than vague or general.
• A thesis expresses one main idea, & does not make too many points all at once.
• A thesis expresses a new insight. It presents a unique idea.

HW: Refine thesis statement 💕💗

Day 27: The end of Ivan ... he's dead. WHAT?

Part 4, 5 and 6: Death

What is Ivan’s attitude towards death at the beginning of the chapter?  Compare it to the end of 6—what shift do we see and why?

Find 2 moments to compare and share with class.

Part 7: The lie

What is the lie Ivan discovers?  And in what ways does Gerasim play a significant role in Ivan’s discovery?  

What has changed in Ivan’s eyes? Why?  How does this affect his life?

Part 8:  Ivan’s family

Consider each family member—what is Ivan’s attitude towards each?  Why? What does each represent to Ivan? Use the most accurate adjective to describe Ivan’s relationship with each member and be ready to defend.

Part 9: The epiphany

What does Ivan discover in this chapter?  What does his response to his epiphany say about him?

Parts 10, 11, 12: The Resolution
What is Ivan's resolution? Keep in mind the conflicts he settles.

Day 26: Ivan Ilyich 16-35

Inquiry: "The official joys were the joys of self-esteem; the social joys were the joys of vain-glory; but Ivan Ilyich's real joys were the joys of playing vint," (21). What are the real joys are your life? How are they similar to or different from Ivan's?

Discussion in pairs: 10 mins in pair // 5 mins as group

CHPT 2: What do we learn about Ivan' values? How does he change in Chpt 2? What does he gain/lose in his new life?

Sources of evidence:
p. 10 (para. 2-4)
p. 11-12 (para. "As an examining magistrate ...")
p. 13 (para 1-3)
p. 14-15 ("At first Ivan hoped to free ..." until last full para on 14)
p. 15 (second full para)

CHPT 3: What drives Ivan? What does he enjoy most in his life and why? What does this say abut him? Why does he value these things?

Sources of evidence:
all of chapter

CHPT 4: In what way do these pairs behave in the same way? (Ivan & Praskovya // Ivan & Doctor) What is the purpose of having Ivan and another character behave in similar ways? What do we learn about Ivan? About the other?

REVIEW 1984 ESSAYS

Day 25: Ivan Ilyich 1-16

Inquiry: "If you win the rat race, you're still a rat." What does this mean? What does this make you think of in terms of your own life? --> discuss as large group

Review terms handout & name pronunciation

Basics of exposition --> who, what, when, where for Ivan, wife and Pyotr. Put names on board and have students lost everything we know. Use text to support.

Can we find examples of each term in the reading? Break up and share as a class.

What is being set up for the next reading?

Day 19 -- 1984: the end

Inquiry: What are the qualities of a hero? Does Winston seem to have these qualities? (Class discussion to follow --> be specific with text examples)

Pair work
Complete narrative arc/timeline for Winston's transformation over time. Tie different points of change to the text.

Review as group

As time permits ...
What is the climax of the story and why?

Day18 -- 1984: 213-232

Vocab quiz!!

Watch video: https://www.youtube.com/watch?v=HTjM6S-kOmg

Inquiry: O'Brien says, "Reality exists in the human mind, and nowhere else" (222). To what extent do you believe this? Discuss ... as time permits

Oxford Debate:
Talking points from 220-223
Break into groups -- 1s = Winston (negative), 2s = O'Brien (affirmative), 3s = Judge

Format (30 mins)
Affirmative opening
Negative opening
Affirmative rebuttal
Negative rebuttal
Affirmative closing
Negative closing

Debrief (10 mins)

Day 17 -- 1984: 194-213

"In the face of pain there are no heroes, no heroes, he thought over and over as he writhed on the floor, clutching uselessly as his disabled left arm." (213)

a) INQUIRY: Why does Part 3, Chapter 1 end with this sentence?  How does it work to frame the rest of the chapter?

Group Work

a) What is the structure of this chapter? (How are events ordered?  What characters are introduced?) Write it out. 

b) Pick one of the supporting characters from this chapter (Char choices: Smith (old woman, 203); Ampleforth, 205; Parsons, 207; starving man, 209; chinless man, 210; O'Brien, 213) and: 

1) Come up with an argument as to the char's sig to WS's experience (thesis, please); 

2) Make a list of quotations you can use as support; and 

3) Consider this char in light of the final sentence of the chapter.

Large Group

Brief informal presentations to class (review thesis statements and discuss as we go)

EOY Day 1: Reviewing and Writing

What is persuasive writing? Look at rhetorical strategies handout (review). Think about what moves you.

Writing assignments

Let's look at the LibGuide

Mock Trial Handbook

Day 36: A Small Place Part 3

Inquiry: What’s the psychological impact of globalization?

In three groups

• SAS (revisit for each section → notice how the subject changes … how does that change the SAS relationship? How does her purpose change?)
• Tone
• What is the tone of each section? Specific examples from each of the three parts thus far.

Solo Work

• POCO (also look at Nicole’s handout)
• Define each term
• Working alone, your job is to complete POCO!!

Day 35: A Small Place Part 2

Inquiry:  From what lenses do you operate as a reader while reading A Small Place? What's the dominant lens through which you experience the text and why? Share out when finished.

Large Group

How does the narrative structure of the first half compare with the narrative structure of the second half?

What effect does using the second person narration have? Reference the text to support your claims.

Small group

1. What does Kincaid’s language regarding “The Occident” indicate? (p. 31)
1. Explain Occident vs. Orient briefly
2. How does Kincaid’s description of Antigua illustrate the themes of the text? (p. 23-top of 27)
3. Looking at the beginning of the first full paragraph on p. 27, what is the purpose and impact of the parenthetical phrase (black people) and (black person)?
4. What is Kincaid’s discussion of monkeys on page 37 symbolic of?
5. What are the different systems Kincaid calls out and what impact did they have on Antigua and Kincaid? Reference the text.

Recap: Revisit SAS with a focus on tone. How does Kincaid’s tone influence the narrative of the text, and your perception of Antigua and the world as the audience? What other formal choices are key? Other observations?

Day 34: A Small Place Part 1

Inquiry: Tell me about a time when you were a tourist. What might your story be missing?

Quick history of Antigua. And who is this Jamaica Kincaid?

Discussion
Re-Introduce SAS triangle: Speaker, Audience, Subject. It’s about relationships

-why do we look at form and content?

-observations and interrupted reading

-SAS as a device

1. What is the importance of the point of view? Purpose of second person/use of second person?
2. What is the narrator's point in discussing the hospital and the library?
3. p. 13: what is the narrator saying about tourists?


BIG QUESTION: How are identity and belonging influenced by hierarchy and systems? Oh NO!! I just used all the biggie ideas. Mind blown. 

POCO!!

Day 31: BBF ... fare thee well

Inquiry Binder: If you had to have one of the lives of the main characters in annawadi, whose would you have and why?

Discussion

Layout the character arcs of Manju, Sunil, Abdul, and Asha.

How is the final scene an appropriate end to the “story”. What techniques does Boo employ?

Read Author’s note in class.

Day 29: BBF 190-212

Check vocab

Prep for project and interview: Getting the Whole Story


Inquiry questions:
What happens when someone comes in the dark of night and steals copper wire from Marin Academy? What happens when Lindsay is sick? What happens when a teacher falls ill and has to go to the emergency room? Once minicourse is over, what happens?  How are you and all the outside organizations, etc. billed?

Project: 500-word profile on a staff member at MA & 1-page personal response that makes sense of yourself and your role in finding this story. What did you learn about yourself in relation to this person and the systems at MA?

Understand the system, and the problem, through looking at the stories of the individuals embedded in it.  You understand MA though a single lens / single story; I want you to broaden your understanding of MA to include how MA functions as a system of individuals working together. 

Outcome: Each class will vote on the best profile and the proposal will be sent to Kelly (Director of Communications) to share on the web.
Solo work: Review Lena profile with rubric and Must Have sheet. Discuss as group when finished.

Review peer work: Use MUST HAVE sheet. Discuss as group.

Prep for D block = Evie // G block = Henrik using Look Fors / Ask Fors

Day 24: Boo Chpt 4 (Manju)

Inquiry: Would you work so hard to be “good” if you were Manju? Why or why not?

Check vocab

Discussion

• Check in on Fleshing out Abdul & Asha
• Fleshing out Manju

Day 22: Boo Chpts 1 & 2

Inquiry
How would you handle Mr Kamble and why?

Discussion
1a. Review vocabulary works
1. Start with inquiry
2. Turn to your neighbor and figure out why there are tensions between Hindus & Muslims
3. What tensions does Boo set up in the first two chapters? (list on board)
4. Fleshing our Abdul and start fleshing out Asha

Closing
Insights gained and/or questions raised

Day 21: Boo! Did I scare you?

Inquiry: Is morality a luxury or a necessity? Why or why not?

Discussion
1. Start w inquiry question ...
2. History scavenger hint --> 10 minutes. You can work in teams of 2. Find everything you can about the state of world affairs in 2008. What was going on politically across the globe? What about in India? What was happening with the economy (both international and national)? Become an expert in 2008. --> share out ideas on the board --> what does this tell us about Behind the Beautiful Forevers?
3. Find Annawadi:  Using the text, draw a map of the location and be sure to cite pages numbers to support your ideas.
4. Find annawadi: Let's explore google earth and maps and see what it looks like.
5. Review the plot of the prologue. What literally happened?
6. Review vocabulary
7. Character fleshing out --> Abdul

Closing: Insights gained and/or questions raised.

Day 20: in-class writing

Prompts

In what ways do the differing points of view of TWO characters show readers a larger, destructive effect of the system of apartheid?

OR

In what ways do the central ironies present in TWO of the short stories reflect a larger, destructive effect of the system of apartheid?

Submission instructions

**Don't forget to put ONE goal at the tippy top of the paper.

1. Please put your outline at the top of the paper.

2. Indicate where the essay begins

3. File name: Name_SS_block.pdf (for example: Mary_SS_D.pdf)

4. File type: PDF

5. Double spaced

6. dropitto.me/mcollie --> password --> EnglishRocks

Day 19: Moment Before the Gun Went Off

Inquiry
Re-read the 2 1/2 pages of the story. What did you learn about Van der Vyver the second time reading this story? How did your understanding of Van der Vyver change the second time?

The narrator
1. Who is the narrator and what is the narrator’s attitude towards white Afrikaner ruling party, to blacks, and to Europeans?
2. What do these attitudes tell us about why people are divided in SA and in our larger world, maybe regardless of race?

Van der Vyver
1. What does the action of his crying in the police station suggest to us? Are you surprised by this reaction—why or why not? Does this make him more likable—why or why not?
2. What do we learn about him by his action at the funeral?
3. What does it show us in the description “he does not let her clothing, or that of anyone else gathered closely make contact with him’ (116). How does this moment contrast with “The farmer carried him in his arms, to the truck. He was sure, sure he could not be dead. But the young black man’s blood was all over the farmer’s clothes, soaking against his flesh as he drove” (117)? What do we learn about Van der Vyver?

The moment
1. What exactly was the moment like for Lucas and Van der Vyver before the gun went off? What does this say about their relationship? p 116-117
2. Why is this moment compared to the moment that he and Lucas’s mom share at the funeral? What does it suggest to us about their relationship? p 116

To close: 1. In what way is this story about difference? About misconception? 2. What is the more tragic element of this short story in your mind?

Day 18: Comrades

Question: In what ways is the title of the short story ironic and how does that irony manifest in the short story itself?

Please be sure that you identify why the title is ironic and also make sure you address its greater significance (think about some of the contrasts present in the story).

Tweet-Essay in 6 slides:

Rules ... you get 6 slides. Each slide can contain no more than 140 characters (spaces count), that doesn't include text evidence. But it DOES include claim and analysis. Pictures are encouraged as long as they're appropriate. Text/twitter speak is ok, too. Again, just be appropriate. No usage of abbreviations that imply profanity.

Slide 1: Intro/Thesis

Slide 2: Argument #1

Slide 3: Argument #2

Slide 4: Argument #3

Slide 5: Conclusion/Big Picture connection

Slide 6: bonus side ... can be used at any point in the presentation

45 minutes to prepare ... then we present

-----------------------------
Discussion

1. What happens on a literal level in Comrades?
2. Find words or specific passages that convey the irony in the text.
3. What is the point of view—what are the effects of that?
4. In what way is the woman, Hattie, conflicted?
5. What does she understand about the young men and why?
6. What does she NOT understand about the young men and why?  What does this suggest to us about the sympathizers in Apartheid SA?
7. What are the greatest differences between them that separate them?
8. What is the significance of the title?

Day 17: Keeping Fit

Inquiry
What is point of view? How does point of view influence a story?

Discussion
1. Look at the contrasts present in the short story: What purpose do they serve and how do they reflect the divisive nature of apartheid? Use text to support ideas and interpretations. Think about all of the ways in which the white man and the black woman are divided.

• Road as boundary vs road as freedom
• house vs shanti town/shack
• white man vs black woman
• white family vs black family
• other ideas ....

2. From what point of view is this story told? How does that limit what we know? How might descriptions differ if from black woman's POV?

3. What is the relationship between the white man and the black woman? How does it change over the course of their interaction?

4. When the protagonist returns home, what has changed about him? Does he comes to any new understanding about himself? If so, why? Of not, why not? Use the text.

5. What is the main conflict in the protagonist's life? Over what is he conflicted?

6. The bird ... symbol of what?

Closing
Questions raised; insights gained?

Day 16: Magona: I'm not talking about that, now

Inquiry What does this short story tell us about the divisive nature of apartheid South Africa?

Pairs
Cover the basics --> plot, character, conflict

Discuss these questions, spending the most time on the italics/underlined ones.

Who is Mamvulane? 

What is her greatest concern? 

What is the consumer boycott about? 

Her shopping trip: how does she prepare, and what happens to her?

Who is Mdlangathi? 

What is he angry about at the beginning of the story?

How does Mamvulane react to her husband’s story?

What does this incident make Mdlangathi think about young people?

Who is Mtetelli?

Why is his father angry with him?

What happens at the very end of the story?

Triads

Please record your answers and refer to at least one specific example from the text to support your ideas.

1. What do you think is the significance of the stories Mdlangathi brings home to Mamvulane?

2. What does Mamvulane’s trip to the store suggest about her, and why?

3. What are Mteteli and his father really arguing about at the end of the story?

4. Dramatic irony occurs when the audience knows something that the character does not know; thus, the words and actions of a character suggest a different meaning to the audience than to the other characters in the story.  Where do you see irony used in this story?

5. Given the story’s ending, and the author’s use of irony, what do you think this author’s purpose may be in writing this story?

Solo time and then large group

1. What did you learn about how apartheid functions – specifically, about how it affects families and communities?

2. What makes the ending so tragic, and what does this tragic ending suggest to us about life in South African townships?  What does it suggest to about the fight for freedom?

3. In what way is this story about what Adiche calls “the danger of a single story?”