world literature january 5, 2015. do now/free write reflect back on your christmas break and a...

World LiteratureJanuary 5, 2015

Do Now/Free Write

• Reflect back on your Christmas Break and a select a key moment. Write about that moment in great detail. Don’t stop writing!

• 7 minutes!

Objectives

• SWBAT identify and correctly use colons.

• SWBAT discuss the importance of one’s name to their identity.

Agenda

• Do Now

• Colons

• Introduction to Short Stories/Poems

• 4 Corners

Turn and Talk

• Where have you seen colons used before?

*Now independently complete the first section of your handout.

Primary Colon Usage

• Use a colon before a list of items.

Ex. Be sure to bring the following: pen, ruler and glue.

• Use a colon to Introduce a quotation.

Ex. Rebecca West describes the capital of Yugoslavia: “What has made modern Belgrade, though no one could guess it by looking at the town, is a conscious attempt to restore the glories of the medieval Serbian Empire.”

Use a colon to introduce a sentence that summarizes or explains the sentence before it.

Ex. My friends intended to go shopping: they were unable to get someone to drive them

Special Situations Requiring Colons

Time expressed in numerals

7:10 a.m.

References to periodicals

Psychology Today 24:189

Biblical references Luke 10:12

Subtitles of books and magazines

Diary of a Wimpy Kid: Dog Days

Salutations Madam:

Labels used to signal important ideas

Warning: Trespassers will be persecuted

Handout

• Complete the handle with a partner.

Exit Ticket

• 6 minutes!

• PACW: 10 points

Short Stories & Poetry Unit

• Find Your Voice

Short Stories/Poetry Unit

• Identity

• Beauty

• Feminism

• Assimilation

• Race

• More…

• Learn to analyze poetry.

• Create your own short stories and poems.

• Debate/Discuss issues that are relevant to today’s society.

• Create your own short story film.

Claim #1

• Our names are meaningful to our identity.

Claim #2

• Writing an autobiography can help deepen one’s identity.

Claim #3

• The past shapes our identity of today.

Claim #4

• It is important to reflect on one’s past.

Exit Ticket #2

• What is the meaning of your name? How does your past shape who you are today?

Tuesday January 6, 2015

• SSR

Objectives

• SWBAT learn background information on Sandra Cisneros.

• SWBAT identify and interpret how Cisneros uses the name “Esperanza” as a symbol to convey what it can feel like to grow up.

Agenda

• Do Now

• Sandra Cisneros Lecture

• “My Name” Reading

“My Name” by Sandra Cisneros

• Mexican-American writer who was born on December 20, 1954 in Chicago.

• Most known for her book The House on Mango Street.

• Worked as a teacher and counselor to high-school dropouts.

• She is the founder of two organizations that serve writers, the Macondo Foundation and the Alfredo Cisneros del Moral Foundation

Class Read Aloud

• “My Name”

Writing Assignment

• Identify and interpret how Cisneros uses the name “Esperanza” as a symbol to convey what it can feel like to grow up.

• Use at least 3 colons!

• Symbols are often used in literature to convey figurative meaning. In literature, symbols are objects, places, names, characters, or events that are mentioned frequently or described in a very detailed way. It’s our job as readers to identify symbols in texts and then determine what they might represent.

Homework

• Colon Worksheet

Wednesday January 7, 2015

• https://www.youtube.com/watch?v=8Se7aREjOCU

As you observe the video, jot down how one’s name can play a role into who they are.

Objectives

• SWBAT use TPCASTT to understand the theme of How I Got That Name Poem by Marilyn Chin.

• SWBAT discuss how one’s name can affect their identity.

Figurative Language Review

• On your handout, try to define these terms and provide examples. Feel free to work with a partner if necessary.

Analyzing Poetry

• Poetry can be very complex and symbolic, so we will use a very structured method to analyze his work called TPCASTT. Each letter stands for a different aspect of the poem that we will look at and then we will put all of our analysis together to determine the overall message of the poem, or the theme.

Title

• The first step is to look at the title. What does the title suggest about the topic of the poem?

• Work with your partner to make a prediction about the content of the poem based solely on the title.

Paraphrase

• The second step is to paraphrase the poem to make sure we have a clear understanding of the literal meaning of the poem. We will work through this first poem together. You can do your paraphrasing on a separate sheet of paper or in the margins of the poem.

Connotation

• We’ll note important figurative language during this section: similes, metaphors, personification

• The next item we will analyze is diction, or word choice. We are specifically looking for examples of highly connotative words.

• A word’s connotative meaning is the collection of feelings, images, or ideas that are associated with the word.

• For example, the word heart may conjure up ideas of love, romance, or passion.

Attitude

• Here, we are identifying the speaker’s tone.

• Be sure to use enriched vocabulary!

Shifts

• Often in poetry, a major shift in attitude, rhyme scheme, diction, or other devices can be very helpful in identifying the theme.

• It can be helpful to look back at your paraphrase to see if you identify any major changes in the plot of the poem or at your attitude section to note changes.

• What might these changes suggest about the poet’s message?

Title

• Yep, that’s right. We’re back to where we started. Now that we’ve really read the poem deeply, we’re going to go back to the title and see if we have any new insights about our earlier predictions and ideas.

Theme

• Finally, we are ready to determine what the theme or central message of the poem is. In order to do that, we will follow these steps.

• 1. What is the poem about? (Think about BIG ideas and BIG questions here: life, death, lost love, etc.)

• 2. What is the author’s message about that big idea as it relates to the human condition? In other words, what does life, death, lost love have to do with what it means to be human?

While reading

• Highlight and label examples of figurative language in the following poem:

• Metaphor = M

• Simile = S

• Personification = P

• Hyperbole = H

• Juxtaposition = J

How I Got That Name by Marilyn Chin

• Born in Hong Kong and raised in Portland, Oregon.

• A noted anthologist, translator and educator as well as a poet and novelist.

• Chin’s work distills her experiences both as an Asian American and as a politically attuned woman.

• Her poetry is noted for its direct and often confrontational attitude.

Homework

• Finish TPCASTT

• My name worksheet.

Thursday, January 8, 2015

• SSR

Objectives

• SWBAT engage in a 4 Corners Discussion concerning Esperanza and Marilyn Chin.

• SWBAT write a poem concerning a high/low between their identity and name.

Claim #1

• Esperanza does not appreciate her heritage.

Claim #2

• Esperanza is a feminist.

Claim #3

• Assimilation is inevitable.

Claim #4

• Marilyn Chin is racist.

Claim #5

• It is impossible to truly be one’s self.

Your Name

• Now that you have read/discussed Esperanza’s and Marilyn’s battle with their names and identity, create your own vignette and poem about your name or identity in the world.

Homework

• Finish your story/poem.

Friday January 9, 2015

• SSR!

Objectives

• SWBAT write an analysis essay on the impact of one’s name throughout their life.

• SWBAT Use 3 colons and evidence from both the poem and short story read earlier this week within the essay.

CW: 10 points