Welcome to our 1st unit!
Tuesday Sept. 05th
Learning Goal: I will examine what is expected of me this semester to ensure I prepare myself appropriately and ensure my success in this course.
Minds On: You and English thus far? I want to pry into your past to understand how you feel about this course!
Action: Housekeeping and diagnostic essay writing task
Consolidation: Goal setting...
Minds On: You and English thus far? I want to pry into your past to understand how you feel about this course!
Action: Housekeeping and diagnostic essay writing task
Consolidation: Goal setting...
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Wednesday, 06th
Learning Goal: I will examine and attempt to understand our overarching themes of identity, existentialism, and gender.
Minds On: Quote examination and interpretation
Action: Lesson and "A Rose for Emily" - We will be starting with a tricky read. Be patient and thorough. This is a GREAT story!
Consolidation: What is an "existential crisis"? Have you ever experienced this? How do gender stereotypes dictate the actions of those in this story?
William Faulkner speaks on "A Rose for Emily" in 1955:
I feel sorry for Emily's tragedy; her tragedy was, she was an only child, an only daughter. At first
when she could have found a husband, could have had a life of her own, there was probably
some one, her father, who said, "No, you must stay here and take care of me." And then when
she found a man, she had had no experience in people. She picked out probably a bad one, who
was about to desert her. And when she lost him she could see that for her that was the end of life,
there was nothing left, except to grow older, alone, solitary; she had had something and she
wanted to keep it, which is bad—to go to any length to keep something; but I pity Emily. I don't
know whether I would have liked her or not, I might have been afraid of her. Not of her, but of
anyone who had suffered, had been warped, as her life had been probably warped by a selfish
father . . . .
[The title] was an allegorical title; the meaning was, here was a woman who had had a tragedy,
an irrevocable tragedy and nothing could be done about it, and I pitied her and this was a salute .
. . to a woman you would hand a rose.
From Faulkner at Nagano, ed. Robert Jelliffe (Tokyo: Kenkyusha Ltd., 1956), pp. 70–71.
http://flavorwire.com/463783/30-jean-paul-sartre-quotes-for-your-next-existential-crisis
Minds On: Quote examination and interpretation
Action: Lesson and "A Rose for Emily" - We will be starting with a tricky read. Be patient and thorough. This is a GREAT story!
Consolidation: What is an "existential crisis"? Have you ever experienced this? How do gender stereotypes dictate the actions of those in this story?
William Faulkner speaks on "A Rose for Emily" in 1955:
I feel sorry for Emily's tragedy; her tragedy was, she was an only child, an only daughter. At first
when she could have found a husband, could have had a life of her own, there was probably
some one, her father, who said, "No, you must stay here and take care of me." And then when
she found a man, she had had no experience in people. She picked out probably a bad one, who
was about to desert her. And when she lost him she could see that for her that was the end of life,
there was nothing left, except to grow older, alone, solitary; she had had something and she
wanted to keep it, which is bad—to go to any length to keep something; but I pity Emily. I don't
know whether I would have liked her or not, I might have been afraid of her. Not of her, but of
anyone who had suffered, had been warped, as her life had been probably warped by a selfish
father . . . .
[The title] was an allegorical title; the meaning was, here was a woman who had had a tragedy,
an irrevocable tragedy and nothing could be done about it, and I pitied her and this was a salute .
. . to a woman you would hand a rose.
From Faulkner at Nagano, ed. Robert Jelliffe (Tokyo: Kenkyusha Ltd., 1956), pp. 70–71.
http://flavorwire.com/463783/30-jean-paul-sartre-quotes-for-your-next-existential-crisis
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existentialism.pptx | |
File Size: | 234 kb |
File Type: | pptx |
Thursday, 07th
Learning Goal: I will continue to examine the elements of a short story.
Minds On: ARFE - questions discussion
Action: Read "Eveline"
Consolidation: Begin chart
Minds On: ARFE - questions discussion
Action: Read "Eveline"
Consolidation: Begin chart
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Friday, 08th
Learning Goal: I will express my understanding of short stories through discussion and analysis.
Minds On: Compare Miss Emily to Eveline
Action: Read "Identities" - Annotate your story using your handout.
Consolidation: Chart completion
Minds On: Compare Miss Emily to Eveline
Action: Read "Identities" - Annotate your story using your handout.
Consolidation: Chart completion
short_story_analysis_identities.docx | |
File Size: | 22 kb |
File Type: | docx |
identities.word.docx | |
File Size: | 17 kb |
File Type: | docx |
Monday, 12th - Picture Day!
Learning Goal: I will continue to examine elements of a short story by examining identities and deconstructing this story with a partner.
Minds On: Using your short story chart for "Identities", find a quote for each category and explain the connection.
Action: Read "Desiree's Baby" on your own. Complete chart. Re-read the story and find examples of foreshadowing - Answer whether or not there is evidence that Armand knew he was the one with black heritage and not Desiree.
Consolidation: Discuss with group
Thandie Newton - Ted Talks "Otherness"
Minds On: Using your short story chart for "Identities", find a quote for each category and explain the connection.
Action: Read "Desiree's Baby" on your own. Complete chart. Re-read the story and find examples of foreshadowing - Answer whether or not there is evidence that Armand knew he was the one with black heritage and not Desiree.
Consolidation: Discuss with group
Thandie Newton - Ted Talks "Otherness"
Tuesday, 13th
Learning Goal: I will continue to examine the elements of a short story and assess my ability to deconstruct these stories with the intent of understanding
Minds On: Questions about "Desiree's Baby" and feelings
Action: Re-read the story and find examples of foreshadowing - Answer whether or not there is evidence that Armand knew he was the one with black heritage and not Desiree.
Consolidation: Examine essay task and begin to draft thesis
Minds On: Questions about "Desiree's Baby" and feelings
Action: Re-read the story and find examples of foreshadowing - Answer whether or not there is evidence that Armand knew he was the one with black heritage and not Desiree.
Consolidation: Examine essay task and begin to draft thesis
Wednesday, 14th
Learning Goal: Continue with critical analysis of short stories and essay
Minds On: Ted Talks - "Otherness"
Action: Discuss "Desiree's Baby"
In-class essay assignment and rubric
Consolidation: discussion with partner
Minds On: Ted Talks - "Otherness"
Action: Discuss "Desiree's Baby"
In-class essay assignment and rubric
Consolidation: discussion with partner
Thursday, 15th
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Essay form - embedding quotations
choose quotations |
Friday, 16th
In-class essay prep
Monday, 19th
In-class essay