2/9/2015. do now grab your poem from friday and get started. you will have ten minutes to complete...
TRANSCRIPT
2/9/2015
Do Now
• Grab your poem from Friday and get started.
• You will have ten minutes to complete this portion of class.
Directions, Part I • Please find the people in the room with the same POEM as you.
• “Prospice” by Robert Browning • “Requiescat” by Wilde• “I Remember, I Remember” by Thomas Hood • “If Thou Must Love Me” by Elizabeth Barrett Browning
• Go over what you think the poem SAYS and what you think the poem MEANS together.
•
Agenda and Objective
Agenda
• Do Now• Finding similarities and
differences across genres texts
• Group Work • List creation • Exit
Objective
• Students will closely read different Victorian poems through their lens in order to analyze the representation of literary elements and evaluate how they are used similarly and differently throughout the Victorian poetic genre.
•
SIMILARITIES AND DIFFERENCES ACROSS GENRES
“The Chimney Sweeper” vs. “When The Earth’s Last Picture Was Painted”
Similarities
• Themes• Literary Devices
• Anaphora• Allusions
Differences
• Rhyme schemes• Blake’s = more
endstopping• Kipling’s = more
enjambment • Speaker isn’t really
present in Kipling’s poem
GROUP WORK
Period 2 Character Word
ChoiceConflict Writing
Style and Structure
Fig Language and Devices
Daniella Vin Dave Jess JillianDom Tayybe Sonia Rob DannyRucha Mike Ava-Loren Yogesh MarioMike Jarrod Aash Alana Jay Jay
Period 3Character Word
ChoiceConflict Writing
Style and Structure
Fig Language and Devices
Willy Mark Dan C. Corey Vinny I. Joanne Isabella Amanda Dan H. RavenEunice Alejandro Jocelyn Vin O. AndrewTim Natalie Chris Dave P. Alex O.
Period 4Character Word
ChoiceConflict Writing
Style and Structure
Fig Language and Devices
Meg Brina Gabby Frankie GregKen William Scott Victoria EricDom Marissa Mike Alex JuliannaChristian Chris Jake Juliane
Period 5Character Word
ChoiceConflict Writing
Style and Structure
Fig Language and Devices
Lance Rachel Anthony Alexa C. HannaAnge Jimmy Alexa P. Vin TarrinNicole Sean Seamus Joe TomSameer Lauren Kristy Michelle Brooke
Directions… • Each person must go around and share their poem with
their peers.
• Read it to them, summarize it for them, tell them what it means and why it matters.
• After each person has gone, you must then compile a list on the sheet of paper provided identifying similarities and differences across the texts.
2/10/2015
Do Now
• Get back with your groups from yesterday.
• I’m going to give you a new t-chart that everyone will have to fill out.
• The new component is to come up with themes that can be applied to ALL of your poems.
• When finished, we’ll come together and talk about it.
GROUP DISCUSSION
• There are bigger things in life to dwell on than love and death.
• Don’t fear death, because loved ones are waiting for you.
• The love for someone or something will never die when deeply in love.
• Appreciate what you have before it’s gone.
• Love never dies because your past will always be a part of you.
• Loss makes you stronger.
• Everyone goes through hard times; push through it, because there is a light at the end of the tunnel.
• Remember the ones you’ve lost so you can love the ones in the present.
• Hold on to your memories because they can make you stronger.
Period 3 • Our memories affect the future and the way we express ourselves. • There are many different forms of love, and ways to express that love. • Life is spontaneous, you never know what’s going to happen. • Fate cannot be changed. • We must learn how to accept things and cope with hardships. • All happy things come to an end. • People have a fear of the future because it is unknown. • People start focusing on the here and now they can prosper.• While love comes in different variations, we take what it can give us. • Nothing lasts forever, so we should enjoy it while it’s there. • A true love story lasts for an eternity. • Everything happens for a reason. • Things in life are unexpected. •
Period 4 • Love causes pain that cannot be avoided. • People are often prisoners of their own mind. • People, by reminiscing, can feel a different way about a
subject. • Our own worst enemy is rarely ever others, but ourselves. • People often rush to grow up, and miss out on their youth. • People don’t tend to appreciate what they have until it’s
gone. • People fear the unknown. • People are never satisfied with the present.
Period 5 • Life doesn’t always go your way. • Things come and go.
NO matter what age you may be, there is always something you will love; love travels with you.
Remembrance doesn’t always affect someone in a good way. It can also be in a bad way.
Fear shouldn’t be feared.
Some days life doesn’t seem worth living, but you still have to muster the will to keep going.
Life is short, but that’s why we try to make the most of what little time we have.
Love is strong; no matter what you may think or feel, the love that you have for someone or something will never disappear.
Hard times shouldn’t change how you feel about someone.
Fear can creep up on us no matter where we are or what we are doing.
You have to be lost to find yourself.
Even if you lose something, it will always stay in your heart forever.
Don’t know what you’ve got ‘til it’s gone.
2/11/2015
Do Now
• Make a prediction: Do you think the themes and use of elements in Victorian short stories will be the same as in the poetry? Why or why not?
Agenda and Objective
Agenda
• Do Now• History of Victorian Short
Stories • “A Poor Stick” by Arthur
Morrison • Objective summaries and
themes • Exit
Objective
• Students will closely read Victorian short stories in order to write an objective summary of what the text says.
HISTORY OF VICTORIAN SHORT STORIES
The Victorian Short Story • The rising eighteenth-century middle class required entertainment to fill leisure time, so they turned instead to short fiction.
• the short story, generally for periodical publication (like Great Expectations), emerged as a true literary genre at the end of the 1700s.
• Short story writers (like poets) had limited amount of space to achieve great effect. They were very deliberate in their writing.
• People tried to claim short fiction was just a reenactment of real events because reading fiction was associated with pleasure and not intellect.
“A POOR STICK” BY ARTHUR MORRISON
“A Poor Stick” by Arthur Morrison
• As we read, you are to summarize each paragraph on a separate sheet of paper (or on the paper itself, if you can write small enough).
Mrs. Jennings (or Jinnins, as the neighbours would have it) ruled absolutely at home, when she took so much trouble as to do anything at all there--which was less often than might have been. As for Robert her husband, he was a poor stick, said the neighbours. And yet he was a man with enough of hardihood to remain a non-unionist in the erectors' shop at Maidment's all the years of his service; no mean test of a man's fortitude and resolution, as many a sufferer for independent opinion might testify. The truth was that Bob never grew out of his courtship-blindness. Mrs. Jennings governed as she pleased, stayed out or came home as she chose, and cooked a dinner or didn't, as her inclination stood. Thus it was for ten years, during which time there were no children, and Bob bore all things uncomplaining: cooking his own dinner when he found none cooked, and sewing on his own buttons. Then of a sudden came children, till in three years there were three; and Bob Jennings had to nurse and to wash them as often as not.
What does it say? (Summarize)
Mr. and Mrs. Jennings are married. Mrs. Jennings has ALL the power (“ruled absolutely at home,” “stayed out or came as she chose…”), but Mr. Jennings remained faithful because he is blinded by his love for his wife (“never grew out of his courtship-blindness”). When they have children, he is the one who takes care of them (“had to nurse and wash them…”).
Reading and summarizing…
As we continue to read on, summarize each paragraph in 1-2 sentences.
When the story is finished, you will spend the rest of the time going back and summarizing the story.
2/12/2015
Do Now
• Take out your materials from yesterday (or go to the writing folders).
• Then wait for the next instruction.
Agenda and Objective
Agenda
• Do Now • Summarizing • What does the story
MEAN?• Themes• Supporting lens evidence
Objective
• Students will closely read Victorian short stories in order to analyze how the representation and use of literary elements affects our understanding of the meaning and the message of the story.
GROUP WORK
Group Work – Step 1
• Continue to summarize what the story SAYS.
• Make sure you do each paragraph!
Group Work – Step 2
• Now that we’ve read the story to figure out what it says, we need to figure out what the author MEANS.
• What are the (themes) messages the author wants to convey to you? Find at least TWO.
Group Work – Step 3
• Part I – Pick your strongest theme.
• Part II – Pick three lenses to look at the story through
• Part III – Find evidence through those lenses that will help support an analysis of that theme.
2/13/2015
Agenda and Objective
Agenda
• Do Now• Group jigsaw• Presentations • List creation • Exit
Objective
• Students will participate in small group discussion in order to evaluate how literary elements are represented in different Victorian short stories.
