Day Seventeen GE

Agenda:
1) Chapters 32-33
2) Pre-writing steps 1-5
3) Nickelby continued

HW: Please read chapters 34-38. No need to post, but you're welcome to if you'd like.

Day Sixteen GE

Do Now: Talk to your group about Mr. Wopsle's performance in Hamlet. How does he judge his own performance? How does Wopsle's attitude here relate to Pip's? What about the episode with Trabb's boy? Pip is on a roll with getting people fired! What gives?

Today's Learning Target: 
I will be able to define subtext and apply my understanding of it to a passage from Great Expectations.
I will know that I have hit the learning target when...
-I can explain what subtext is and how I can uncover it in a text.
-I can choose a passage that includes subtext and make a claim about what is implied.

Agenda:

1. Chapters 30-31
2. Writing Process: From Thesis Statement to Gathering Evidence
3. Exit Ticket: What is one archetype unit connection you can make to Great Expectations?

HW: read and annotate chapters 32-33 and post a question or comment on the class blog (greatexpectations9h.blogspot.com). 

Day Fifteen GE

Do Now: "To forbid us anything is to make us have a mind for it." -Michel de Montaigne
Why are we often drawn to things we cannot have or people who do not care for us?

Today's Learning Target: 
I will be able to define subtext and apply my understanding of it to a passage from Great Expectations.
I will know that I have hit the learning target when...
-I can explain what subtext is and how I can uncover it in a text.
-I can choose a passage that includes subtext and make a claim about what is implied.

Agenda:

1. Chapter 29
2. Subtext
3. Pre-writing
4. Exit Ticket: What is one archetype unit connection you can make to Great Expectations?

HW: read and annotate chapters 30-31 and post a question or comment on the class blog (greatexpectations9h.blogspot.com). Mark any pages that relate to your topic.

Theme Statement Classwork

The name of the topic you’ve been assigned is an idea based theme word/phrase.
A theme statement is the author’s opinion about a theme word.  It explains what you
think the author wants the reader to understand about the theme.  Look at textual
evidence to prove the author really does seem to have this opinion about the theme
word/phrase. 

Theme Sentence = Theme Word/Phrase + Author’s Opinion

Theme Words:	Theme Sentence:
Guilty Conscience	The guilt caused by betraying a higher power in favor of selfish motives consumes his mind and causes him to spiral in an attempt to clear himself of the guilt.
Role he can’t fill	Man will fail if he attempts a role that he can’t fill and got dishonorably.

Evaluate your Theme Sentence:
-Does it include a theme word? 

-Does it express what you have inferred is the author’s opinion about that theme word?
-Is it debatable (someone could take another position on this sentence)?
-Does it demonstrate critical thinking that goes beyond the obvious?
-Is it specific (related to the text)?
-Is it general enough to express some universal truth about life or human nature?

Day Fourteen GE

Do Now: How would you rate Pip’s hosting abilities? Do any influences (i.e., Wemmick or Jaggers) rub off on him?

Today's Learning Target: 
I will be able to observe how film adaptations of novels make interpretations from their source material.
I will know that I have hit the learning target when...
-I can compare and contrast the original episode of Joe's meeting with Pip with Cuaron's adaptation.
-I can observe three choices the director makes that are accurate visual portrayals of Dickens's text.

Agenda:

1. Chapters 27-28
2. Cuaron's Great Expectations: Adaptation as Interpretation
3. Compare/Contrast paragraphs
4. Exit Ticket: What connection most stands out to you?

HW: Please read and annotate chapter 29 and post on the blog (greatexpectations9h.blogspot.com).

Day Thirteen GE

Do Now: Pip encounters many people in London. Among this cast of characters, who is a positive influence and why? A negative influence?

Today's Learning Target: 
I will be able to define juxtaposition and describe how Dickens uses this device in chapters 25 and 26 (and beyond!).
I will know that I have hit the learning target when...
-I can explain the purpose of juxtaposing Wemmick's dinner for Pip with Jaggers's.
-I can locate another example of juxtaposition in the novel and consider what it reveals about Pip or one of the novel's big ideas.

Agenda:

1. Juxtaposition: the contiguous (i.e., side by side) positioning of either two images, characters, objects, or two scenes in sequence, in order to compare and contrast them, or establish a relationship between them.
2. Chapters 25-26
3. Drafting a compare/contrast paragraph
4. Exit Ticket: How would Pip fare as a host?

HW: read and annotate chapters 27-28 and post a question or comment on the class blog (greatexpectations9h.blogspot.com). 

Day Twelve GE

Do Now: Compare and contrast the way the Pocket children are brought up with how Pip is brought up and how Estella is brought up.

Today's Learning Target: 
I will be able to define irony and recognize where it has shown up in Great Expectations.
I will know that I have hit the learning target when...
-I can distinguish between irony and coincidence.
-I can point out why irony is an appropriate device for coming-of-age novels and locate at least two examples of it in Great Expectations. 

Agenda:

1. Chapters 23-24
2. Irony
3. What should a host do?
4. Exit Ticket: Do you have a better or worse understanding of irony? Explain.

HW: read and annotate chapters 25-26 and post a question or comment on the class blog (greatexpectations9h.blogspot.com). 

Day Eleven GE

Do Now: "...as to the business of being profound, that it is with writers as with wells - a person with good eyes may see to the bottom of the deepest, provided any water be there: and often when there is nothing in the world at the bottom besides dryness and dirt, though it be but a yard and a-half under-ground, it shall pass, however, for wondrous deep upon no wiser reason than because it is wondrous dark."                                                              
-Jonathan Swift, A Tale of a Tub, (1704)

Who/what does Pip assume is "wondrous deep" simply because "it is wondrous dark"?

Today's Learning Target: 
I will be able to define irony and recognize where it has shown up in Great Expectations.
I will know that I have hit the learning target when...
-I can distinguish between irony and coincidence.
-I can point out why irony is an appropriate device for coming-of-age novels and locate at least two examples of it in Great Expectations. 

Agenda:

1. Chapters 20-22
2. Irony notes
3. Looking for examples related to your assigned topic/motif
4. Exit Ticket: Can you think of an example of irony from another coming-of-age story?

HW: read and annotate chapters 23-24 and post a question or comment on the class blog (greatexpectations9h.blogspot.com).

Test on Chapters 1-19

"And the communication that I have got to make is, that you have Great Expectations."

Best wishes on the test! When you are finished, please check your work, hand in the test, and begin the next reading assignment.

Homework: read and annotate chapters 20-22 (think about Pip's expectations of London and look for examples of motifs). Post one of your annotations (i.e., a question, an observation, a connection, etc.) on our Great Expectations discussion forum: greatexpectations9h.blogspot.com

Day Ten GE

Do Now: Is the desk you are sitting at real? How do you know?

Today's Learning Target: 
I will be able to understand Plato's allegory of the cave and connect the concept to Great Expectations.
I will know that I have hit the learning target when...
-I can describe in my own words what Plato's cave is about.
-I can make a connection between the enlightenment Plato discusses in his text and Great Expectations.

Agenda:

1. Plato's Cave: In the dark or seeing the light?
2. Test Review (review materials on pp. 7-10 of linked document)
3. Part I: Pip's Development http://greatexpectations9h.blogspot.com/
4. Exit Ticket: In one word, describe Pip as he is bound for London at the end of Part I.

HW: use the review materials to study for the test and post a comment or question on the discussion blog (feel free to respond to one another's comments/questions). Also, read chapter 20.

Important upcoming dates: 
-First class of next week: Test on Part I (Chapters 1-19)
-student-led blog on Great Expectations

Day Nine GE

Do Now: What associations come to mind when you think about the novel's title: Great Expectations?

Today's Learning Target: 
I will be able to trace Pip's development from the churchyard of Chapter 1 to the London-bound coach of Chapter 19.
I will know that I have hit the learning target when...
-I can create a timeline showing important events in Pip's life during this span.
-I can make an assertion statement using a subordinating conjunction that claims what values of Pip's have changed in this time and which remain.

Agenda:

1. Chapters 18-19
2. Part I: Pip's Development http://greatexpectations9h.blogspot.com/
3. Test Review Materials (on pp. 7-10 of linked document)
4. Exit Ticket: The most memorable moment of book one is...

HW: read and annotate the allegory of the cave excerpt from Plato's Republic or watch this short video that illustrates Plato's allegory of the cave and take notes on it. Bring in at least one question you have or one connection you can make to Great Expectations. 

Important upcoming assignments: 

-Friday, 6 December: Test on Part I (Chapters 1-19)  Test postponed to 12/9 for purple and 12/10 for green

-student-led blog on Great Expectations

Day Eight GE

"...destined never to be on the rampage again while she was the wife of Joe."

Do Now: As Pip leaves Satis House, he observes, "What could I become with these surroundings? How could my character fail to be influenced by them? Is it to be wondered at if my thoughts were dazed, as my eyes were, when I came out into the natural sunlight from the misty yellow rooms?" (Dickens 94) 

Later, Pip's annual visits to Satis House and Miss Havisham seem to cast a spell on him. He admits that the place "bewildered me, and under its influence I continued at heart to hate my trade and to be ashamed of home." (Dickens 125)

Some situations overwhelm us and threaten to change who we truly are. Consider the above examples, an example from another literary work, or an example from your own life (perhaps something you described in your Adobe Spark video). How can we stand up to such powerful influences?

Today's Learning Target: 
I will be able to distinguish between effective and ineffective motif quotations.
I will know that I have hit the learning target when...
-I can explain the difference between an effective and ineffective motif quotation.
-I can work with my group to locate at least three effective quotations for our assigned motif.

Agenda:

1. Pip's influences
2. Motif Work in Groups
3. Nicholas Nickleby comparisons
4. Exit Ticket: What is an important way that Pip has changed over the first hundred pages of the novel?

HW: read chapters 18-19 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question/inference/prediction), one of which involves a motif. Catch up on any readings you have missed!

Coming up...

-test on Book I (Chapters 1-19) Friday, 6 December

-blogging on Great Expectations 

Day Seven GE

Do Now: Thinking symbolically, what do ghosts or hands or chains represent?

Today's Learning Target: 
I will be able to define what a motif is and identify examples of motifs in Great Expectations.
I will know that I have hit the learning target when...
-I can explain what a motif is and why authors use them.
-I can point to at least two examples of motifs in the novel and big ideas they might emphasize.

Agenda:

1. Questions on 11-13
2. The Wonderful World of Motifs!
3. Look back over your notes on chapters 1-13. Do any of these chapters contain examples of a hands, ghosts, or chains motif? Locate a passage that you think does include one of the motifs and take note of the page number and the context.
4. Exit Ticket: what big idea addressed in the novel most resonates with you?

HW: read chapters 14-17 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question / inference / prediction).

Day Six GE

Satis House = Haunted House

Do Now: We meet some new characters in chapters 8-10. Select an annotation you made about one of these characters to share with your group. How is this character similar to or different from other characters we've met?

Today's Learning Target: 
I will be able to generate a list of big ideas that are introduced in the novel's early chapters.
I will know that I have hit the learning target when...
-I can connect specific events to big ideas.
-I can make an inference about the author's attitudes towards the big ideas by thinking about the tone in the passages I've found.

Agenda:

1. Unit Overview / Big Ideas
2. Challenges
3. Finishing the Victorian Era webquest
4. Exit Ticket: what big idea addressed in the novel most resonates with you?

HW: For Thursday, please make sure you have filed your Adobe Spark video in your English folder. For Friday, read chapters 11-13 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question / inference / prediction).

Please complete this form with your preferences for topics and motifs: https://docs.google.com/forms/d/e/1FAIpQLSeMmI_xaTd_tMzG7YiMhSRFdKyTNu7r9kfPRGxyfeL9cDBwNw/viewform?usp=sf_link 

Day Five GE

Do Now: Make connections to the Victorian Era research you have done. Talk to your group about how the novel includes hulks and dame schools. What is an area of Victorian Era research that most puzzles or intrigues you?

Today's Learning Target: 
I will be able to make a debatable claim about a character and support it with evidence from somewhere in the chapters we have read.
I will know that I have hit the learning target when...
-I can make an assertion about one of the characters so far that demonstrates inferential thinking.
-I can support my assertion with an appropriate example from the chapters we have read.

Agenda:

1. Characterization and Inference
2. Setting up the next issue
3. Chapter 8 / Adobe Spark work time
4. Exit Ticket: what have you found enjoyable/frustrating about the novel so far?

HW: read chapters 8-10 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question / inference / prediction). Continue working on your Adobe Spark project.

Day Four GE

Do Now: Please share one of your annotations with the group. As a group, select one annotation (or idea you discussed based on a group member's annotation) to report to the class.

Today's Learning Target: 
I will be able to make a debatable claim about a character and support it with evidence from somewhere in the chapters we have read.
I will know that I have hit the learning target when...
-I can make an assertion about one of the characters so far that demonstrates inferential thinking.
-I can support my assertion with an appropriate example from the chapters we have read.

Agenda:

1. Getting to Know the Characters
2. Characterization and Inference
3. Beginning the next chapter
4. Exit Ticket: what have you found enjoyable/frustrating about the novel so far?

HW: Read chapters 5-7 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question / inference / prediction). Begin creating your Adobe Spark video (due Thursday).

Day Three GE

A great resource for better understanding the context of Great Expectations is http://dickens.stanford.edu/dickens/archive/great/expectations.html.

Do Now: Dedicate a part of your English notebook to Great Expectations and record the following terms:

fancy the faculty of imagination. 


file a tool with a roughened surface or surfaces, typically of steel, used for smoothing or shaping a hard material.


battery a fortified emplacement for artillery.

Note how each term has a contemporary meaning that would get in the way of our understanding the definition from Dickens's time.

Today's Learning Target: 
I will be able to explain how Dickens develops his characters directly and indirectly.
I will know that I have hit the learning target when...
-I can distinguish between direct and indirect characterization and find at least one example of each from chapter one.
-I can make a claim about the different purposes of direct and indirect characterization.

Agenda:

1. Victorian Era Research
2. Unreliable Narrators
3. Close Reading
4. Exit Ticket: Sum up chapter 1 in one word. 

HW: read chapters 2-4 and make at least three annotations (n.b., an annotation = a highlighted line/passage + a question/inference/prediction) in your English notebook. Also, begin working on the Adobe Spark project. Download the free app (if you don't already have it) and work on steps one and two.