TEWWG 2.2 Socratic Seminar

Do now: Discuss in table groups: did you like the book?  why/why not?

Objectives:

• demonstrate critical thinking through a socratic seminar
• identify effective pieces of evidence to support a logical argument

Agenda:

1. do now (5 minutes)

2.  Hand in the imagery packet and grab a Socratic Seminar handout

3. Read aloud the critical responses on the first page

4. Read the prompt for our socratic seminar.  You have 15 minutes to prepare.

5. Socratic seminar: divide the class into two equal circles (inner and outer circle). Students in the outer circle complete the handout.

• inner circle #1: 10 minutes (switch seats)
• inner circle #2: 10 minutes

6. At end of class, hand in talking points and outer circle observations

HW: Bring novel to class tomorrow

TEWWG 2.1

Do now: Each table will grab a piece of easel paper and some marker (if no easel paper, then take long paper off the black arts and crafts cart in room)

Objectives:

• analyze Hurston’s use of nature imagery
• identify how use of literary devices connect to meaning

Agenda:

1. do now
2. table groups: select ONE type of imagery from text (Plants/planting/seeds, Mules, Personifications of Death, Ships/Horizons, Voice/Speech-making, Hair, Eyes)
3. On the easel paper:
1. draw the image (should be the dominate thing on paper)
2. select 3 quotes that connect to this image (write quotes on paper)
3. draft a thesis statement that connects the imagery to a major theme in the novel (possible topics: Language, Love vs. Independence, Power (gender))
4. Hang the paper on the chalkboard
4. Grab an imagery packet.  Complete the packet (each student needs his/her own packet, but may talk it out together)

HW: Finish packet

TEWWG 1.1

TEWWG 1.1

Do now: Write a 5-8 sentence review of Their Eyes Were Watching God

Objectives:

• demonstrate mastery of understanding of major characters, themes, and literary devices in TEWWG
• close read excerpts from the text and answer questions

Agenda:

1. do now
2. Multiple Choice questions: independently for 15 minutes
3. Table groups: review answers; decide on a master answer key-- fill-in scantron
4. If time, work on post-it annotations
5. summarizer

HW: Complete any last minute annotations!

Harlem Renaissance 2.3

Harlem Renaissance 2.3

Do now: Discuss in table groups What is your favorite kind of art?

Objectives:

• close read art work
• examine how art can help to lessen ignorance and racism?  

Agenda:

1. Do now

2. Exchange music paragraphs with a partner-- read and write ONE comment
3. Collect paragraphs (share if on Google Drive)

3. Close read several art works- discuss as a class (Google Slides)

5. In table groups: discuss "How It Feels to Be Colored Me"-- 

• What is the tone of the story?
• Identify one excerpt that you feel is powerful. Annotate in the margins why you feel this way
• write an assertion statement: what is Zora Neale Hurston's main message from this essay?

6. In table groups: read/annotate TEWWG for the rest of the period

HW: Finish TEWWG

Harlem Renaissance 2.2

Harlem Renaissance 2.2

Do now: Listen to the piece of jazz music.  Brainstorm a list of word associations that come to your mind as you listen.

Objectives:

• reflect on the influence of jazz on Hughes’ works
• identify conceit in “Mother to Son”
• discuss the influence of music in one’s life

Agenda:

1. Do now

2. Discuss do now

3. Review ‘Yet Do I Marvel”

4. Read/annotate/share “Mother to Son”

5. “Strange Fruit”

6. Work on TEWWG

HW: music writing assignment and read “How It Feels to be Colored Me”

Jazz Songs

Jazz Songs

HR 2.1

Do now: What are the different connotations for “The White House”  

Objectives:

• identify conceit in “The White House”
• identify mythology allusions in “Yet Do I Marvel”

Agenda:

1. Do now

2. Share jazz songs

3. Review: “The White House”

4. Close read “Yet Do I Marvel”

5. Summarizer

HW: Annotate and answer questions for “Yet Do I Marvel”