11-17-2014

Do Now

• Think of your favorite book or TV show. Now, think of the setting. What is the current setting of that book or show, and how might it be different if it was in a different setting?

• Answer in 2-3 sentences.

Agenda and Objective

Agenda

• Do now/Share out • Importance of setting• Chapter 1 of Great

Expectations • Setting tracker • Exit

Objective

• Students will do a close reading of Chapter 1 of Great Expectations in order to explain how the time and setting of the piece affect the characters.

SETTING

Setting

• One of the fundamental elements of fiction.

• Refers to the geographical time and place of a setting; helps create the backdrop and mood of the story.

• Can refer to the immediate location in a chapter as well as the overall place and time. • Chapter – Graveyard• Overall – 19th century England

SETTING IN GREAT EXPECTATIONS

Importance of Setting • “… my first fancies regarding what they were like, were

unreasonably derived from their tombstones.” (Dickens 9).

• Setting is a graveyard, but we’re not scared by it yet because Pip seems completely unaware of the implications of the surrounding. Normally, graveyards = scary, but he seems OK because he’s focusing on the memory of his parents.

Great Expectations Chapter 1- Lens of Setting

• As we read Chapter 1, make note of the setting as we go through.

• Now, go through the graphic organizer and fill out one or two things you noticed about the setting.

Example #2 • “Ours was the marsh country, down by the river, within, as

the river wound, twenty miles of the sea” (Dickens 9)

• They live by the countryside • Either really poor/really rich • Marshland = land you cannot farm on

Vocab in context…

Nettles

Victorian Gentleman

Gibbet

11/18/2014

Do Now

• Look at the description of the criminal on page 10 (third paragraph down)… how would you characterize him? Name one trait and support it with textual evidence in 2-3 complete sentences.

Agenda and Objective

Agenda

• Do Now/Share Out • Importance of character • Chapter 2 of Great

Expectations • Characterizing Joe

Gargery • Exit

Objective

• Students will do a close reading of Chapter 2 of Great Expectations in order to evaluate how what the characters say and do can reveal information about them as people

CHARACTER

Character

• Another fundamental element of fiction. Stories would be incomplete without character.

• Characters guide readers through their stories• They help us understand plot

and theme

• The study of a character requires an analysis of their relationships with all of the other characters

.

Character types

• Flat characters – are two dimensional; we don’t know too much about them. • Walter Cunningham in TKAM

• Round characters – are well-rounded, with many complex layers • Scout Finch• Jem

• Static characters – do not change (think about static on the radio – all one sound) • Atticus Finch in TKAM

• Dynamic – change throughout the story• Jem and Dill in TKAM

CHARACTER IN GREAT EXPECTATIONS

Great Expectations – Lens of Character

What does the character say/do/think?

How do these words and actions characterize the people?

“Well,” said Joe, “She’s a coming! Get behind the door, old chap, and have the jack-towel betwixt you” (Dickens 14).

Joe and Pip are like brothers in arms – they are both terrified of Pip’s sister. Here, Joe shows that he is helpful and conscientious, for thinking about Pip’s well being and telling him to hide.

Great Expectations – Lens of Character

• As we read Chapter 2, make note of Joe Gargery. How would you characterize him based on what he says and does?

• Now, go through the graphic organizer and fill out a few ways you can characterize him, supporting your claims with textual evidence.

11/19/2014

Do Now

• Watch the video clip below and think about what some of the THEMES of the movie are.

• Remember – themes are not just one word!

• https://www.youtube.com/watch?v=ZCTv6i3589A

•

Agenda and Objective

Agenda

• Do Now/Share out • Themes • Chapter 3 of Great

Expectations • Group work and theme • Exit

Objective

• Students will do a close reading of Chapter 3 of Great Expectations in order to evaluate what some themes of the book are based on setting and character.

THEME

What is theme?

• Another fundamental element of fiction.

• It is the author’s MESSAGE about life and humanity.

• Theme is not just one word, but a statement or phrase.

Great Expectations – Lens of Theme

• As we read Chapter 3, look at this chapter through the lens of theme: what messages might Dickens be trying to convey to us, the readers?

• As we read, jot down some themes you think might come up and use textual evidence to support it.

Themes in Great Ex• With imagination a lot of things are possible. • Treat everybody equally • Being curious can cause obliviousness, and that is

dangerous. • In desperate situations, power can be misused • No matter what, family is family whether you know them

or not.

Themes in Great Expectations

• “…from their tombstones… To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave…” (Dickens 9).

• Because Pip has no family (and a poor relationship with his sister), this book might be about the desire for family, and what lengths people will go to in order to find those connections.

11/20/2014

Agenda and Objective

Agenda

• Do Now/Share Out • Learning about characters

over time• Group work

• Characters• Setting

• Character walls and presentations

• Exit

Objective

• Students will do a close reading of Chapters 1-3 of Great Expectations to evaluate how elements of character and setting change over time, and consider how this growth affects our understanding of the story and characters.

GROWTH AND CHANGE IN GREAT EXPECTATIONS

In Groups • You will now be put into groups; in your group, you will be responsible for either

tracking a character’s development throughout Chapters 1-3 OR considering the setting.

• Person 1 – Researcher • Person 2 – Researcher/Recorder on paper • Person 3 – Researcher/Recorder on chart • Person 4 – Presenter

• Group 1 – Tracking Pip’s characterization

• Group 2 – Tracking the criminal’s characterization

• Group 3 – Tracking Mrs. Joe’s characterization

• Group 4 – Tracking the setting

• Group 5 – Tracking the setting

Group Period 2 Period 3 Period 4 Period 5

Characterize Pip

Sonia, Yogesh, Jessica, Jarrod

Corey, Natalie, Dan H., David

Julianna, Victoria, Kenny, Greg

Michelle, Rachel, Tarrin, Alexa C

Characterize criminal

Dom, Jillian, Mike R, Daniella

Chris, Tim, Alex, Joanne

Chris, Mike, Alex, Gabby

Sameer, Brooke, Tom, Jimmy

Characterize Mrs. Joe

Jay Jay, Dave, Ava, Vin

Mark, Dan, Vin O., Eunice

Marissa, Eric, Scott

Kristy, Lance, Sean, Ange

Setting Group 1 1-3

Tayybe, Alana, Mike M., Rucha

Jocelyn, Alejandro, Willy, Amanda

Juliane, Brina, Frankie, Jake

Vin, Lauren, Seamus, Alexa P.

Setting Group 2 1-3

Mario, Rob, Danny, Aash

Raven, Isabella, Vin I., Andrew

Megan, Christian, Dominique, Wiliam

Anthony, Nicole, Joe, Hanna

Presentations

• Presenters will now present your information to the class!

11/21/2014

Do Now

• Why is it important to brainstorm before beginning to write your paper?

• Answer in your notebooks in 2-3 sentences.

Agenda and Objective

Agenda

• Do now/Share out • What is Brainstorming? • Practice • Exit

Objective

• Students will use the prompts from last week in order to pick a position and brainstorm ideas that will support their argument.

BRAINSTORMING

Brainstorming… • Generating ideas for your

writing; can be done for narrative AND argumentative purposes.

• Don’t worry about picking the best ones just yet – just brainstorm what comes to mind!

• This will work on short, in-class essays, standardized tests and longer thematic papers.

EXAMPLES

Prompt #1Over the years, many high schools have eliminated electives in favor of more content-based classes related to standardized testing. Should schools provide more opportunity for students to be creative?

What is your argument?  

Schools should provide more opportunity for students to be creative.

GENERATE IDEAS THAT WILL SUPPORT YOUR POSITION

They’ll look good on college transcripts.

It’ll help students figure out their major/career path

It’ll help in real life situations

It breaks up the monotony of the day

It can help create a hobby

Students can find friends with same interests

Prompt #7In America – the “land of the free” – freedom is seen as a backbone of what makes our country great. What is the importance of freedom according to To Kill a Mockingbird?

What is your argument?  

In To Kill a Mockingbird, freedom is expressed as being important through people and events including…

GENERATE IDEAS THAT WILL SUPPORT YOUR POSITION

The court case where the Ewells lied about Tom Robinson

Boo Radley and his fear of going outside

Scout and Jem and their desire to explore outside

Cunninghams are restricted by this old rule to not take anything they can’t take back.

The unfair racism toward the blacks in town

Mayella and her inability to leave the house; too many responsibilities, not enough money, Bob’s always there.

Dolphus Raymond and the fact that he marries whoever he wants

Atticus choosing to represent Tom

Partner Practice

• With a partner, complete the rest of the prompts as practice.