October 24, 2023

Tuesday October 24, 2023

Circle: Best or worst halloween costume you've seen or worn.

Vocabulary: Irony (verbal, situational, dramatic),  point of view (first person, third person limited, third person objective, third person omniscient), genre

Our Learning Targets:

• I can explain all the parts of the essay and their function.
• I know people in the classroom better; I feel more comfortable talking to more students in the class.
• I can explain how to invest money in the stock market and how the stock market works.
• I can evaluate (for bias and perspective) multiple sources to determine what really happened.
• I can determine the meaning of a story by examining the author's use of characterization. I can write about literature using a specific technique of my choosing.

Unit: Understanding how Themes are developed in Literature/Film

Learning Target: I can explain how an author uses symbol, setting and characterization to develop a theme.
Friday, you will be watching "Cast Away" and writing an essay explaining how the theme of the film was developed by using symbols, setting and characterization. Today, we will watch "The Present" and practice in groups using "turn and talk" and "cold call."
1) On the board: "I can explain how a film or book develops a theme"

2) To be clear: you will be explaining exactly how the film uses characterization & setting to develop the theme.

3) The first thing we have to do is to figure out the theme.

4) Review -- what is theme?

5) Now we watch the film -- only trying to figure out the theme.

6) What are the possible themes? Turn and talk then cold call. Themes on the board.

7) Now we will watch again and determine the things the film did in order to develop that theme.

8) It's helpful to think of the film as having parts. How many parts are there?

9) Turn and talk: What did the film do first? Second? Third?

10) Introduce the idea of structuring your essay as follows:
     Part 1: Use one or more paragraphs to explain how symbols, setting or characterization develop the character as they are at the beginning/ OR how they define the problem.
     Part 2: Use one or more paragraphs to explain how symbols, setting or characterization develop the character as they are at the end AFTER CHANGING/ OR how they solve the problem.
11) At your table, take turns explaining how you would explain that to others.
12) Report out.
13) Write: Honors three body paragraphs, CCR two body paragraphs.

Learning Target: I can explain the connections between historical events and the present. 

1. Fall of Rome 

2. Use the questions from last class.  Pre-thinking on the Roman Empire/USA connection

3. Hand out next document (Doc B).  What are the important dates?  Do you see any similarities to the situation in the USA?

4. Timeline on board-Rome 1147 years from start to finish.  Pax Romana 200 years.  USA 247 years.

5. Remember the Football DBQ. Pass out Doc B.  Who wrote it? When was it written? Who is the audience? Determine bias. Do they seem credible?

6. What is the evidence and how would it make you feel if it was happening in the USA and do you think it was a major reason Rome fell?  Write a paragraph in your document.  "One of the reasons that historians believe Rome fell was because of..."CEW.   Next paragraph-How would you feel if this was happening in the USA and do you believe it could lead do our downfall or not? Example: Military is getting fatter.

7. Read, understand, discuss, write, repeat.