Caesar: Day 10
Do Now:
What is foreshadowing? When have you heard this term in the past? If you haven’t predict what foreshadowing means.
Classroom Activities: Read Caesar Act I, scene 3 and Act II, scene 1; Influence Charts for Cassius and Brutus
Writing Reflection: Influence Charts for Cassius/Brutus.
Homework: Choose 1 of the characters (Julius Caesar, Cassius, Brutus, The Commons, The Soothsayer, The Cobbler, Rome, The Lion) You are the character you choose. You also keep a journal. You will write a 7 line journal entry in your notebook from your new persona's point of view relaying the events of scene 3.
30.11.10
29.11.10
Tuesday, November 30th - Period 7
Power: Day 7
Do Now: After the night attack and danger that the pearl has brought, who would you side with: Juana, who wants to get rid of the pear OR Kino, who wants to travel to the capitol city and sell it?
Critical Thinking Question: Can wealth buy happiness? Who are the most trustworthy people in our lives? Why do some people who have so much take advantage of those who have little? Why would it be difficult for native cultures and greedy colonial cultures to communicate? What is grammar?
Content: Critical Incidents of chapter 4, Reflective Writing, Grammar lesson,
Class Activities: Review importance of literacy, Grammar time!
Homework: 1) Finish chapter 4
2) Why do some people who have so much take advantage of those who have little?
Do Now: After the night attack and danger that the pearl has brought, who would you side with: Juana, who wants to get rid of the pear OR Kino, who wants to travel to the capitol city and sell it?
Critical Thinking Question: Can wealth buy happiness? Who are the most trustworthy people in our lives? Why do some people who have so much take advantage of those who have little? Why would it be difficult for native cultures and greedy colonial cultures to communicate? What is grammar?
Content: Critical Incidents of chapter 4, Reflective Writing, Grammar lesson,
Class Activities: Review importance of literacy, Grammar time!
Homework: 1) Finish chapter 4
2) Why do some people who have so much take advantage of those who have little?
Tuesday, November 30th - Period 1
Politics: Day 4
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Drawing of the Animal Farm Flag: Green background with a white hoof and horn, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Drawing of the Animal Farm Flag: Green background with a white hoof and horn, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
23.11.10
Tuesday, November 23rd - Period 7
Power: Day 6
Do Now: If you did not have access to a school education, do you think you would want it?
Critical Thinking Question: How do individuals change when they have sudden wealth? What are the values of those with a modest lifestyle? What are the values of those with lavish and wealthy lifestyles? What is the power of literacy?
Content: Critical incidents of Chapter 3
Class Activities: Class reading, Silent Writing Conversations, Discussion of values of poor and rich
Homework: Read chapter 4
Do Now: If you did not have access to a school education, do you think you would want it?
Critical Thinking Question: How do individuals change when they have sudden wealth? What are the values of those with a modest lifestyle? What are the values of those with lavish and wealthy lifestyles? What is the power of literacy?
Content: Critical incidents of Chapter 3
Class Activities: Class reading, Silent Writing Conversations, Discussion of values of poor and rich
Homework: Read chapter 4
Tuesday, November 23rd - Period 6
Politics: Day 4
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
Tuesday, November 23rd - Period 3
Do Now: CRQ Day
Describe the attitude of Flavius and Murellus in Julius Caesar, Act I Scene 1 toward the commoners. Use at least two examples from the reading to support your response.
Classroom Activities: Read Caesar Act I, scene 2; Generate Persuasion Tactics
Writing Reflection:
Has a friend ever persuaded you to do something you would not have done on your own? How did this friend convince you to do this?
Homework: Summarize the events of the play so far, as one would see in a normal journal entry, but from the eyes of Brutus. You need to include how Brutus is thinking/feeling especially after his conversation with Cassius.
Describe the attitude of Flavius and Murellus in Julius Caesar, Act I Scene 1 toward the commoners. Use at least two examples from the reading to support your response.
Classroom Activities: Read Caesar Act I, scene 2; Generate Persuasion Tactics
Writing Reflection:
Has a friend ever persuaded you to do something you would not have done on your own? How did this friend convince you to do this?
Homework: Summarize the events of the play so far, as one would see in a normal journal entry, but from the eyes of Brutus. You need to include how Brutus is thinking/feeling especially after his conversation with Cassius.
Tuesday, November 23rd - Periods 1 & 5
Malcom X: Day 2
Do Now: Who would you find more convincing, Malcom X or Martin Luther King Jr.? Why?
Do Now: Who would you find more convincing, Malcom X or Martin Luther King Jr.? Why?
Critical Thinking Question: How do political and civil rights movements affect out lives? How does speaking influence writing?
Content: Malcom X and Martin Luther King Jr. Audio/Video Clips, Six Dead After Church Bombing, The Day the Children Died
Homework: How do the presentations of Malcom X, MLK, and the Civil Rights movement relate to our reading of Animal Farm? (Half Page)
22.11.10
Monday, November 22nd - Period 6
Malcom X: Day 2
Do Now: Who would you find more convincing, Malcom X or Martin Luther King Jr.? Why?
Do Now: Who would you find more convincing, Malcom X or Martin Luther King Jr.? Why?
Critical Thinking Question: How do political and civil rights movements affect out lives? How does speaking influence writing?
Content: Malcom X and Martin Luther King Jr. Audio/Video Clips, Six Dead After Church Bombing, The Day the Children Died
Homework: How do the presentations of Malcom X, MLK, and the Civil Rights movement relate to our reading of Animal Farm? (Half Page)
Monday, November 22nd - Period 3
Do Now: Write 5 lines about your feelings toward reading Shakespeare.
Classroom Activities: Read Caesar Act I, scenes 1 and 2
Writing Reflection:
1. Predict what Caesar's character will be like in our play.
2. Has Caesar been depicted the way that you expected him to be?
Homework: Summarize the events of the play so far, as one would see in a normal journal entry, but from the eyes of Brutus. You need to include how Brutus is thinking/feeling especially after his conversation with Cassius.
Classroom Activities: Read Caesar Act I, scenes 1 and 2
Writing Reflection:
1. Predict what Caesar's character will be like in our play.
2. Has Caesar been depicted the way that you expected him to be?
Homework: Summarize the events of the play so far, as one would see in a normal journal entry, but from the eyes of Brutus. You need to include how Brutus is thinking/feeling especially after his conversation with Cassius.
Monday, November 22nd - Period 7
Power: Day 5
Opening Inquiry: What problems or issues does sudden wealth create?
Critical Thinking Question: How does wealth relate to power? Does sudden wealth make you more powerful or more vulnerable?
Content: Chapter 2 from The Pearl, “Mo Money, Mo Problems”
Class Activities: Review of Chapter 2, Reflection on Biggy Smalls
Homework: 1) Read Chapter 3.
2) What would you do if you suddenly won the lottery?
Opening Inquiry: What problems or issues does sudden wealth create?
Critical Thinking Question: How does wealth relate to power? Does sudden wealth make you more powerful or more vulnerable?
Content: Chapter 2 from The Pearl, “Mo Money, Mo Problems”
Class Activities: Review of Chapter 2, Reflection on Biggy Smalls
Homework: 1) Read Chapter 3.
2) What would you do if you suddenly won the lottery?
21.11.10
Monday, November 22nd - Period 1 & 5
Malcom X: Day 1
Do Now: In your opinion, what is most important about public speaking: the words you use, how the words are delivered, or who it is that is listening?
Do Now: In your opinion, what is most important about public speaking: the words you use, how the words are delivered, or who it is that is listening?
Critical Thinking Question: How do political and civil rights movements affect out lives? How does speaking influence writing?
Content: Malcom X and Martin Luther King Jr. Audio/Video Clips, Six Dead After Church Bombing, The Day the Children Died
Homework: How do the presentations of Malcom X, MLK, and the Civil Rights movement relate to our reading of Animal Farm? (Half Page)
18.11.10
Thursday, November 18th - Period 3 Homework
Choose one statement that you agree with and one that you disagree with and explain why for each.
1. It's never right to kill another person.
2. Political leaders act in the best interest of their countries.
3. If a political leader does something wrong, it's okay to get rid of him/her by any means necessary.
4. Power corrupts
5. It may be okay for a leader to break the law for the good of a country.
6. People should never compromise their beliefs.
7. No cause is worth dying for.
8. "Cowards die many times before their deaths"
9. The leader always knows best.
10. "The evil that men do lives after them; the good is [buried] with their bones.
1. It's never right to kill another person.
2. Political leaders act in the best interest of their countries.
3. If a political leader does something wrong, it's okay to get rid of him/her by any means necessary.
4. Power corrupts
5. It may be okay for a leader to break the law for the good of a country.
6. People should never compromise their beliefs.
7. No cause is worth dying for.
8. "Cowards die many times before their deaths"
9. The leader always knows best.
10. "The evil that men do lives after them; the good is [buried] with their bones.
Thursday, November 18th - Period 3
Do Now: How is reading/viewing a play or movie script different than reading a novel or magazine article?
Classroom Activities: Group Agenda
Writing Reflection: Explain monologue, soliloquy, aside in your own words. (Write it in a way that will help you remember in the future.)
Homework: Choose 1 statement from the list that you agree with and 1 statement from the list that you disagree with . Explain why you agree or disagree for both statements.
Classroom Activities: Group Agenda
Writing Reflection: Explain monologue, soliloquy, aside in your own words. (Write it in a way that will help you remember in the future.)
Homework: Choose 1 statement from the list that you agree with and 1 statement from the list that you disagree with . Explain why you agree or disagree for both statements.
Thursday, November 18th - Period 6
Malcom X: Day 1
Do Now: In your opinion, what is most important about public speaking: the words you use, how the words are delivered, or who it is that is listening?
Do Now: In your opinion, what is most important about public speaking: the words you use, how the words are delivered, or who it is that is listening?
Critical Thinking Question: How do political and civil rights movements affect out lives? How does speaking influence writing?
Content: Malcom X and Martin Luther King Jr. Audio/Video Clips, Six Dead After Church Bombing, The Day the Children Died
Thursday, November 18th - Period 1
Politics: Day 3
Do Now: Old Major argued in chapter 1 that they should overthrow the humans, but afterwards, they should never engage in human behavior themselves like living in a house, sleeping in a bed, wearing clothes, smoking tobacco, or drinking. Why did he not want the animals to act like humans?
Critical Thinking Question: What are ways that our human behavior and excess leads to sin? What is the importance of patriotism and patriotic songs? Why is intelligence and literacy so important and valuable, especially in respect to political movements?
Content: End of Chapter 1, “Beasts of England” rally song. Beginning Chapter 2
Class Activities: Discussion of importance of patriotism and patriotic songs and symbols, Comparison to American songs, Singing “Beasts of England” by different characters in story, Writing about the “new outlook on life” or which character do you connect with, Napolean, the fierce pig who gets his way, Snowball, quick in speech and inventive, or Squealer, brilliant speaker and good at convincing others.
Homework: 1) Finish reading Chapter 2.
2) How can brilliant speaking and communication help people to get their way even if they are wrong or evil?
Do Now: Old Major argued in chapter 1 that they should overthrow the humans, but afterwards, they should never engage in human behavior themselves like living in a house, sleeping in a bed, wearing clothes, smoking tobacco, or drinking. Why did he not want the animals to act like humans?
Critical Thinking Question: What are ways that our human behavior and excess leads to sin? What is the importance of patriotism and patriotic songs? Why is intelligence and literacy so important and valuable, especially in respect to political movements?
Content: End of Chapter 1, “Beasts of England” rally song. Beginning Chapter 2
Class Activities: Discussion of importance of patriotism and patriotic songs and symbols, Comparison to American songs, Singing “Beasts of England” by different characters in story, Writing about the “new outlook on life” or which character do you connect with, Napolean, the fierce pig who gets his way, Snowball, quick in speech and inventive, or Squealer, brilliant speaker and good at convincing others.
Homework: 1) Finish reading Chapter 2.
2) How can brilliant speaking and communication help people to get their way even if they are wrong or evil?
Thursday, November 18th - Period 5
Politics: Day 4
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Drawing of the Animal Farm Flag: Green background with a white hoof and horn, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
Do Now: How has the literacy of the pigs made them powerful?
The Animal revolution happens quite easily because Mr. Jones was depressed and drinking. He neglected feeding the animals, and the cows break into the store shed and begin eating. When Mr. Jones and his men find out, he begins whipping them and the rest of the animals fight back and drive him off the farm. At the end, we find out that the pigs have learned to read and write. They make up rules for “Animal Farm” and write them.
Critical Thinking Question: How does literacy give you power in some situation?
Content: Chapter 2 review and beginning of Chapter 3
Class Activities: Discussion of literacy and power, Reading beginning of Chapter 3, Drawing of the Animal Farm Flag: Green background with a white hoof and horn, Reading and Comprehending from context: vocabulary skills. Review of commas, periods, and semicolons.
Homework: 1) Finish reading chapter 3.
2) Complete vocabulary in context sheet. Write the sentence it is found in and the what you think it means within that context: Resolution, Indefatigable, Maxim, Welfare
Thursday, November 18th - Period 7
Power: Day 4
Do Now: What is more difficult to go through, personal embarrassment or physical pain?
Critical Thinking Question: Why did the beggars from the church have so much wisdom of the people of the town?
Content: Critical passages and quotes from chapter 1 and beginning of chapter 2.
Class Activities: Review of critical passages and quotes, Discussion of multiple perspectives, Acting out the scene
Homework: Write a story or poem about a moment of shame that you have either experienced or witnessed and the strong emotions that came from that. Think about Kino’s shame and his reaction.
Do Now: What is more difficult to go through, personal embarrassment or physical pain?
Critical Thinking Question: Why did the beggars from the church have so much wisdom of the people of the town?
Content: Critical passages and quotes from chapter 1 and beginning of chapter 2.
Class Activities: Review of critical passages and quotes, Discussion of multiple perspectives, Acting out the scene
Homework: Write a story or poem about a moment of shame that you have either experienced or witnessed and the strong emotions that came from that. Think about Kino’s shame and his reaction.
17.11.10
Wednesday, November 17th - Period 3
Do Now: Write 3 things you have heard about or know about Ancient Rome. (Think of movies or cartoons you have seen or history classes you have had.)
Classroom Activities: Group Agenda
Writing Reflection: Group Agenda
Homework: Do you agree that Ancient Rome is more similar than different to Washington DC today? Why or why not?
Classroom Activities: Group Agenda
Writing Reflection: Group Agenda
Homework: Do you agree that Ancient Rome is more similar than different to Washington DC today? Why or why not?
Wednesday, November 17th - Period 7
Power: Day 3
Do Now: If you ever have a child, what are among the most important things you want for your child?
Critical Thinking Question: What do we value the most for those we care about and love?
Content: Group Agenda, Pages 4-7 from The Pearl to “‘The doctor,” she said. “Go to get the doctor.”
Class Activities: Group reading and completing agenda, Spider creation, Brief group skits of the critical incident.
Homework: 1) Finish reading chapter 2.
2)If you were Kino or Juana, how would you feel after the doctor denied your son healthcare?
Do Now: If you ever have a child, what are among the most important things you want for your child?
Critical Thinking Question: What do we value the most for those we care about and love?
Content: Group Agenda, Pages 4-7 from The Pearl to “‘The doctor,” she said. “Go to get the doctor.”
Class Activities: Group reading and completing agenda, Spider creation, Brief group skits of the critical incident.
Homework: 1) Finish reading chapter 2.
2)If you were Kino or Juana, how would you feel after the doctor denied your son healthcare?
Wednesday, November 17th - Period 1, 5, 6
Politics: Day 3
Do Now: Old Major argued in chapter 1 that they should overthrow the humans, but afterwards, they should never engage in human behavior themselves like living in a house, sleeping in a bed, wearing clothes, smoking tobacco, or drinking. Why did he not want the animals to act like humans?
Critical Thinking Question: What are ways that our human behavior and excess leads to sin? What is the importance of patriotism and patriotic songs? Why is intelligence and literacy so important and valuable, especially in respect to political movements?
Content: End of Chapter 1, “Beasts of England” rally song. Beginning Chapter 2
Class Activities: Discussion of importance of patriotism and patriotic songs and symbols, Comparison to American songs, Singing “Beasts of England” by different characters in story, Writing about the “new outlook on life” or which character do you connect with, Napolean, the fierce pig who gets his way, Snowball, quick in speech and inventive, or Squealer, brilliant speaker and good at convincing others.
Homework: 1) Finish reading Chapter 2.
2) How can brilliant speaking and communication help people to get their way even if they are wrong or evil?
Do Now: Old Major argued in chapter 1 that they should overthrow the humans, but afterwards, they should never engage in human behavior themselves like living in a house, sleeping in a bed, wearing clothes, smoking tobacco, or drinking. Why did he not want the animals to act like humans?
Critical Thinking Question: What are ways that our human behavior and excess leads to sin? What is the importance of patriotism and patriotic songs? Why is intelligence and literacy so important and valuable, especially in respect to political movements?
Content: End of Chapter 1, “Beasts of England” rally song. Beginning Chapter 2
Class Activities: Discussion of importance of patriotism and patriotic songs and symbols, Comparison to American songs, Singing “Beasts of England” by different characters in story, Writing about the “new outlook on life” or which character do you connect with, Napolean, the fierce pig who gets his way, Snowball, quick in speech and inventive, or Squealer, brilliant speaker and good at convincing others.
Homework: 1) Finish reading Chapter 2.
2) How can brilliant speaking and communication help people to get their way even if they are wrong or evil?
16.11.10
Tuesday, November 16th - Period 3
Caesar: Day 2
Do Now: (CRQ Day)
Reread the poem, “Out, Out” by Robert Frost. Describe how the poem can be considered tragic. Give 2 examples from the text to support your answer.
Content: CRQ Paper, Shakespeare's Tragedy
Classroom Activities: CRQ, "Why Does Shakespeare Matter?" video clip, Shakespeare and Tragedy PPT
Writing Reflection: Explain 3 reasons how Shakespeare’s writing and plays were influenced by Elizabethan society.
Homework: Why does Shakespeare matter to Overbrook High School students? If he doesn’t, why not? Include 1 new fact that you learned about Shakespeare.
Do Now: (CRQ Day)
Reread the poem, “Out, Out” by Robert Frost. Describe how the poem can be considered tragic. Give 2 examples from the text to support your answer.
Content: CRQ Paper, Shakespeare's Tragedy
Classroom Activities: CRQ, "Why Does Shakespeare Matter?" video clip, Shakespeare and Tragedy PPT
Writing Reflection: Explain 3 reasons how Shakespeare’s writing and plays were influenced by Elizabethan society.
Homework: Why does Shakespeare matter to Overbrook High School students? If he doesn’t, why not? Include 1 new fact that you learned about Shakespeare.
Tuesday, November 16th - Periods 1, 5, 6
Politics: Day 2
Do Now: In the beginning of Animal Farm, an older pig named Old Major gives a speech to the rest of the animals about his opinion of the farmer. What do you think his speech will be about?
Critical Thinking Question: How can Old Major’s complaint relate to groups of people in the real world? In Philadelphia? Who are the animals a metaphor for? Who is Mr. Jones a metaphor for?
Content: Animal Farm, Chapter 1
Class Activities: Reading and discussion, Acting out a scene, Writing about story metaphors
Homework: 1) Finish reading Chapter 1
2) Written Response: Right now, if you were an animal, would you side with Old Major or Mr. Jones? Why?
Do Now: In the beginning of Animal Farm, an older pig named Old Major gives a speech to the rest of the animals about his opinion of the farmer. What do you think his speech will be about?
Critical Thinking Question: How can Old Major’s complaint relate to groups of people in the real world? In Philadelphia? Who are the animals a metaphor for? Who is Mr. Jones a metaphor for?
Content: Animal Farm, Chapter 1
Class Activities: Reading and discussion, Acting out a scene, Writing about story metaphors
Homework: 1) Finish reading Chapter 1
2) Written Response: Right now, if you were an animal, would you side with Old Major or Mr. Jones? Why?
Tuesday, November 16th - Period 7
Power: Day 2
Do Now: When the Europeans first came to America, who do you think was more culturally advanced and/or intelligent? The Europeans or the Native Americans? Why?
Critical Thinking Question: How does ethnocentrism affect us? Do we think we are better than other cultures? What is the evidence of rich culture among Kino, Juana, and Coyotito?
Content: “You Are The Rain” by Bill Miller, First 3 pages of Chapter 1 to “this is warmth, this is the Whole.”
Class Activities: Presentation of colonialism and cultural domination, Reading from The Pearl, Discussion about representation of music and songs as cultural
Homework: 1) Finish reading chapter 1.
2) What kind of music or song represents you and your culture? What does this music tell us about you as an individual?
Do Now: When the Europeans first came to America, who do you think was more culturally advanced and/or intelligent? The Europeans or the Native Americans? Why?
Critical Thinking Question: How does ethnocentrism affect us? Do we think we are better than other cultures? What is the evidence of rich culture among Kino, Juana, and Coyotito?
Content: “You Are The Rain” by Bill Miller, First 3 pages of Chapter 1 to “this is warmth, this is the Whole.”
Class Activities: Presentation of colonialism and cultural domination, Reading from The Pearl, Discussion about representation of music and songs as cultural
Homework: 1) Finish reading chapter 1.
2) What kind of music or song represents you and your culture? What does this music tell us about you as an individual?
15.11.10
Monday, November 15th - Period 3
Do Now: Explain in your own words what "tragedy" means.
Content: "Out, Out" by Robert Frost
Classroom Activities: Analyzing tragedy in "Out, Out"; writing about tragedy
Homework: Choose a story that you believe to be a tragedy. Explain what makes this story a tragedy to you.
Content: "Out, Out" by Robert Frost
Classroom Activities: Analyzing tragedy in "Out, Out"; writing about tragedy
Homework: Choose a story that you believe to be a tragedy. Explain what makes this story a tragedy to you.
14.11.10
Monday, November 15th - Periods 1, 5, & 6
Politics: Day 1
Do Now: What are social groups that exist at Overbrook High School?
Critical Thinking Question: What is politics? How are politics a part of our everyday, social lives?
Content: Left Leans on National Mall from NPR, Introduction to Animal Farm
Class Activities: Presentation on the political spectrum, Discussion about social cliques, Writing about social decisions
Homework: Portfolio Entry #6: Tell a story of how your group of friends or social cliques make decisions. Explain an example like deciding what to eat, how to act in school, or what to do on the weekend. How and why is the decision made among the members in the group?
Do Now: What are social groups that exist at Overbrook High School?
Critical Thinking Question: What is politics? How are politics a part of our everyday, social lives?
Content: Left Leans on National Mall from NPR, Introduction to Animal Farm
Class Activities: Presentation on the political spectrum, Discussion about social cliques, Writing about social decisions
Homework: Portfolio Entry #6: Tell a story of how your group of friends or social cliques make decisions. Explain an example like deciding what to eat, how to act in school, or what to do on the weekend. How and why is the decision made among the members in the group?
Monday, November 15th - Period 7
Power: Day 1
Opening Inquiry: At Overbrook High School, who are the most misunderstood people? Why?
Critical Thinking Question: How does our ability to communicate in some situation affect the power that we have in that situation or control that we have over that situation?
Content: “Don’t Let Me Be Misunderstood” by Nina Simone, “Speaking with Hands” by Luis J. Rodriguez
Class Activities: Unit Review, Book Distribution, Introduction to Unit Inquiry
Homework: Portfolio Entry #6 - Tell a story of a time when you could not communicate effectively, where it felt like you were not being understood and you were upset about it. Where were you? What happened?
Opening Inquiry: At Overbrook High School, who are the most misunderstood people? Why?
Critical Thinking Question: How does our ability to communicate in some situation affect the power that we have in that situation or control that we have over that situation?
Content: “Don’t Let Me Be Misunderstood” by Nina Simone, “Speaking with Hands” by Luis J. Rodriguez
Class Activities: Unit Review, Book Distribution, Introduction to Unit Inquiry
Homework: Portfolio Entry #6 - Tell a story of a time when you could not communicate effectively, where it felt like you were not being understood and you were upset about it. Where were you? What happened?
11.11.10
Friday, November 12th - All Periods
Constructed Response Day 1
Do Now: How is writing on a test different from writing in an email, diary, or journal?
Critical Thinking Question: Hot do test-taking writing skills differ from personal expression writing skills? How are they the same?
Content: “Carl Hancock’s Rux on Drama” describe is attitude towards literature and drama in his life. Use at least 2 example from the text to support your answer.
Class Activities: Discussion of writing process, poetry writing, constructed response
Homework: Complete Essay/Unit Reflection sheet
Do Now: How is writing on a test different from writing in an email, diary, or journal?
Critical Thinking Question: Hot do test-taking writing skills differ from personal expression writing skills? How are they the same?
Content: “Carl Hancock’s Rux on Drama” describe is attitude towards literature and drama in his life. Use at least 2 example from the text to support your answer.
Class Activities: Discussion of writing process, poetry writing, constructed response
Homework: Complete Essay/Unit Reflection sheet
9.11.10
Tuesday, November 9th - Period 5
Culture: Unit Reflection LP
Do Now: What was the most memorable lesson or presentation for you in this unit about culture, identity, and our packet with stories about Tyree, Donald Duk, and the Evil Fairies?
Critical Thinking Question: What have we learned from this unit? Why is it important to have an understanding of culture, identity, and racism?
Content: A Mom’s Tough Standards NPR, Daymond John discusses hip-hop and culture
Class Activities: Reflection on themes thought about and inquiries generated from this unit, Application of knowledge and inquiry to NPR Article and History Makers
Homework: Have you ever thought about your own culture before this unit? How do you think about yourself and other cultures differently?
Do Now: What was the most memorable lesson or presentation for you in this unit about culture, identity, and our packet with stories about Tyree, Donald Duk, and the Evil Fairies?
Critical Thinking Question: What have we learned from this unit? Why is it important to have an understanding of culture, identity, and racism?
Content: A Mom’s Tough Standards NPR, Daymond John discusses hip-hop and culture
Class Activities: Reflection on themes thought about and inquiries generated from this unit, Application of knowledge and inquiry to NPR Article and History Makers
Homework: Have you ever thought about your own culture before this unit? How do you think about yourself and other cultures differently?
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