Day Three RA

Henry David Thoreau: A Garden Kind of Guy

Do Now: Please complete the short survey about our work on The Hate U Give. 

Today's Learning Target: 
I will be able to understand why the garden archetype is so prevalent in literature and how it connects to both nostalgia and a simpler life.
I will know that I have hit the learning target when...
-I can describe at least two different ways authors reference the garden archetype.
-I can explain how the garden is sometimes an expression of a yearning for the past and sometimes an expression of striving for a simpler life.

Agenda:

1. Listen to "Big Yellow Taxi" and talk to a neighbor about how Mitchell references the garden archetype. 
2. Focused annotations (recognizing the elements of the archetype)
3. Editing and Proofreading
4. Exit Ticket: What makes sense to you about the garden archetype? What are you struggling to understand?

HW: Read and annotate the excerpt from Henry David Thoreau's Walden. Look for connections to the garden archetype. (Due Wednesday for Green/Thursday for Purple)

HW: Complete the process grade handout for next class. Also, read and annotate H.G. Wells's "The Door in the Wall." Mark up at least two passages that relate to the garden archetype and explain the connection. Also, bring in any questions you have about the story. (If the link above does not work for you, then try this site: http://www.classicshorts.com/stories/tditw.html)

Joni Mitchell's "Big Yellow Taxi" from the album Ladies of the Canyon

------------------------------------------------------------------------------------------

Group Essay Connections Paragraphs (40 points)

After you have read all of the group essays (linked on reynolds9h.blogspot.com), you will explore connections among them. Please compose four two-to-three sentence paragraphs that respond to the prompts below. Print your responses and bring them to class Monday.

1. Find the same quotation used in two or more different essays. How is it used differently? 
2. Pick two or more thesis statements with a point of similarity. Why do you think the topics connect? 
3. Find the thesis statement you disagree with most. Write a counter argument. 
4. If you could have been in a group other than your own, which would it be and why?

Day Two RA

Joni's Ladies of the Canyon makes numerous references to the garden archetype.

Do Now: What archetypes did you notice in either The Hate U Give or Lord of the Flies? Support the connection with evidence from the text.

Today's Learning Target: 
I will be able to understand why the garden archetype is so prevalent in literature and how it connects to life.
I will know that I have hit the learning target when...
-I can describe at least two different ways authors reference the garden archetype.
-I can explain how the garden is sometimes an expression of particular human longings.

Agenda:

1. Editing/Proofreading and Reflecting
2. Back to the Garden
3. What is the garden archetype?
4. Exit Ticket: How would you describe your own "garden"?

HW: Read/re-read the four texts below (hint: you already have The Book of Genesis text and Chaucer's "The Former Age"). Using language from the slide on what the garden archetype is/isn't, annotate each text with at least one way that it uses the garden archetype.
Golding and Douglass
Genesis
Chaucer's "The Former Age"

Romance Archetypes (RA)

Do Now: Share your garden example with your group. What seem to be some key elements of this archetype?

Today's Learning Target: 
I will be able to describe what an archetype is and where I have seen archetypes used.
I will know that I have hit the learning target when...
-I can define the term archetype and provide an example of an archetype.
-I can explain why knowing about certain archetypes could help me better understand literature and life.

Agenda:

1. Introducing archetypes
2. Wrapping up the essays
3. Exit ticket: Please make a prediction about how you think knowing about archetypes could improve your understanding of literature.

HW: Look over the Archetypal Criticism document. Choose at least two archetypes that you think show up in The Hate U Give and/or Lord of the Flies. Find an example in the text that supports your reasoning.

For an introduction to other critical lenses, take a look at this site.

For descriptions of character archetypes, check out this page.

Day Eighteen

Do Now: Please take out your packets and talk to your groups about archetypes. What do they remind you of?

Today's Learning Target: 
I will be able to revise/edit my group's essay by using the rubric at the end of the writing manual.
I will know that I have hit the learning target when...
-I can point to parts of the essay that need revision/editing and change them based on criteria in the rubric.
-I can make sure I have included all of the necessary parts of the essay by checking it against the rubric.

Agenda:

1. Introductory and Concluding Paragraphs
2. Finishing a draft for Thursday!
3. Exit ticket: What part of your group's draft would benefit most from revision?

HW: Continue to work on the Romance Archetypes packet (due Thursday).

Student Activists Club

Day Seventeen

Do Now: What makes a great hook? Think about stories or films that begin with an effective hook. 

Today's Learning Target: 
I will learn what elements make up introductory and concluding paragraphs and why we hold off writing them until after all of the other steps.
I will know that I have hit the learning target when...
-I can point to the distinct elements of introductory and concluding paragraphs in a sample.
-I can brainstorm with my group about a strong hook for the introductory paragraph.

Agenda:

1. Connections
2. Introductory and Concluding Paragraphs
3. Group work continued
4. Exit ticket: What will your group need to work on next time to complete a draft of the The Hate U Give essay?

HW: Read and annotate "An Overview of Lord of the Flies." Find at least three quotations to ask about, connect to, or comment on.

Next week: Please complete the Romance Archetypes packet by annotating the readings and responding to the prompts.

Day Sixteen

The Godfather: A rare case where the film might be better than the book!

Quick group community building exercise: Tell your group about a film based on a book that actually isn't so bad.

Today's Learning Target: 
I will learn what elements make up a body paragraph and draft at least one body paragraph.

I will know that I have hit the learning target when...
-I can point to the distinct elements of a body paragraph in a sample and explain the purpose of each one.
-I can describe what elements I already have in place for a body paragraph and what elements I'm missing.

Agenda:

1. Analysis
2. Composing Body Paragraphs
3. Continuing Group Work
4. Self-evaluations: what am I doing/not doing to help my group so far? Please note one contribution you're proud of and one way you might better serve your group.

HW: Thinking about the analysis strategies we looked at, revise your quotation sandwich. Make sure you are able to tell me about the strategy you used when analyzing your evidence. Also, review the writing manual (steps 3-8) for Thursday's quick quiz.

Day Fifteen

Let's talk idea-based topic sentences!

Do Now: Community-building exercise.

Today's Learning Targets: 
1) I will learn how I can use my thesis statement and supporting ideas to form idea-based topic sentences that include glue words and address a how/why question.
I will know that I have hit the learning target when...
-I can point to glue words in my thesis statement and explain why repeating them in a topic sentence would make sense.
-I can locate the important idea I have expressed in the topic sentence.

2) I will learn what elements make up a body paragraph and draft at least one body paragraph.
I will know that I have hit the learning target when...
-I can point to the distinct elements of a body paragraph in a sample and explain the purpose of each one.
-I can describe what elements I already have in place for a body paragraph and what elements I'm missing.

Agenda:

1. Topic Sentence Practice and Questions
2. Composing Body Paragraphs
3. Continuing Group Work
4. Self-evaluations: what am I doing/not doing to help my group so far? Please note one contribution you're proud of and one way you might better serve your group.

HW: Choose a piece of evidence your group has selected and write it up as a quotation sandwich. N.B., Make sure each group member is working with a different example.

Also, annotate the sample paragraph:
-note the topic sentence
-find the three quotation sandwiches and distinguish among context, quotation, and analysis
-circle transition words 
-note the clincher sentence