Day 14: Rough draft work

Follow protocol for workshop. See handout. Mary is time keeper.

D block groups:

1. Taitum, Zoe, Joe
2. Jordy, Emmett, Eric
3. Skye, Parker, Kira
4. Lauren, Ryan, Ethan

Emma & Lucas --> check in with Mary

G block groups:

1. Isabella, Matisse, Cate, Miles
2. Sierra, Katie, Grace, Zach
3. Coco, Lane, Henry, Anya
4. Macie, Dashiell, Stefan, Alexia

Siena --> check-in with Mary

Day 12: Thesis statements

1. Check thesis statements
2. What should a thesis statement be?
3. Turn to a neighbor and discuss thesis statement. Rewrite one time after discussing.
4. Work through thesis statement handout.
5. Thesis statements on board
6. Workshop/Board Work

Day 11: MC! MA! The end

Inquiry
With what character do you identify the most? And why?

Discussion
1. Identify your character's conflict on each level. (use text evidence to support ideas)

Self vs self (psychological)
Self vs other people (interpersonal)
Self vs society

2. How was the ending a resolution for each character? (use text evidence to support ideas)
3. How satisfying were the resolutions for each character?

Review Essay

Day 10: MC! MA!

Inquiry
What does it mean to be an ally across race, class or age? How might you have been an ally across one of those lines?

Discussion

• Finish up Isabel

• Review packet re Fugard, glossary and South Africa

• Scene 4 vs Scene 6 (Mr M & Thami) (in four groups)

You and your group members are going to re-read your assigned soliloquy and re-write it, being sure to answer the following questions. You can be playful with your writing, but you must capture the basic elements listed below. The goal is to really understand your character, where he's coming from, and where he's going.

Who he is? (the facts)
What inspires him? (the events)
What frustrates him? (the circumstances)
What does he want? (the ideas)
What tone does he use? (how does he share his information)
What has he experienced in South Africa? (be specific)
How have those experiences shaped his view of the world?
How will he survive?

• Review the poems
• Look at scene 5 (tension/how staged?)

Day 9: My Children! My Africa!

Inquiry: How does the set act as a metaphor?

Discuss inquiry

Brief context for play ....

• South Africa in 1985 --> Apartheid ended in 1985, Soweto Uprising in 1976, Mandela incarcerated for 27 years (until 1990), 19 million blacks/4.5 million whites
• Bantu education ... limited, under-funded, over-populated, Avg teacher: student = 1:60.
• Motifs --> order vs disorder; animals vs humans

Group Work (in small groups, in larger groups, teach to class)

ALL IDEAS MUST BE SUPPORTED WITH TEXT!

Characters A

1. Mr M // 2. Thami // 3. Isabel

• Best moment that shows who your character is. Why?
• Moment that shows your character's conflict. What's the root of the conflict?

Character B

1. Mr M // 2. Thami // 3. Isabel

• What does your character value?
• What single story influences your character? What's the root of the story?

Steps

1. Work with partners with same letter/number combo.

2. Join with the other letter but same number (share information)

3. Teach to entire class