IBSO Presentation Learner profile and introductions - PowerPoint Presentation

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IBSO PresentationLearner profile and introductionsTOK question discussions continuedCourse overviewSocial contractStudy skills surveyHomework: Diagnostic due 9/4(A Day), 9/3 (B Day)

IB Agenda 8/28 – 8/29Slide2

Is a work of literature enlarged or diminished by interpretation? What makes something a good or bad interpretation?How can a literary work of fiction, which is by definition non-factual, convey knowledge?What is the proper function of literature—to capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community together, to praise a spiritual power, to provoke reflection or to promote social change?

Does familiarity with literature itself provide knowledge and, if so, of what kind—knowledge of facts, of the author, of the conventions of the form or tradition, of psychology or cultural history, of oneself?

What knowledge of literature can be gained by focusing attention on the author? Can, or should, authors’ intentions and the creative process itself be understood through observing authors or knowing something of their lives? Is the creative process as important as the final product, even though it cannot be observed directly? Are an author’s intentions relevant to assessing the work? Can a work of art contain or convey meaning of which the artist is oblivious?What knowledge of literature can be gained by focusing attention solely on the work itself, in isolation from the author or the social context?What knowledge of literature can be gained by focusing attention on its social, cultural or historical context?How important is the study of literature in individual/ethical development? In what ways?What constitutes good evidence within the study of literature?What knowledge can be gained from the study of literature?What is lost in translation from one language to another? Why?Can literature express truths that cannot be expressed in other ways? If so, what sort of truths are these? How does this form of truth differ from truth in other areas of knowledge?

Literature TOK QuestionsSlide3

As IB learners we strive to be:inquirersknowledgeablethinkerscommunicatorsprincipledopen-mindedcaring

risk-takers

balancedreflective.IB Learner ProfileSlide4

Active and independent learners:develop their natural curiosityexplore conceptsexercise initiativeindependently explore new roles and ideasexpress ideas confidently and creatively.

Active and Independent LearnersSlide5

Warm-up: Journal: What are the gender expectations of your place, time, and/or ethnicity and how do they affect your life?Essay assignmentThe Awakening cultural context project. See my website.Share results.How does the cultural and historical perspective on women’s roles inform your understanding of The Awakening?

IB Agenda 9/2Slide6

Warm-up: Write a list of five things you did last weekend in chronological order.Finish presenting on the background of The AwakeningHow does the cultural and historical perspective on women’s roles inform your understanding of The Awakening? Write a paragraph reflecting on a specific action that a character takes and how it fits into the context of gender relations around 1900. Use a quote from the text to support your answer.

Plot and point of view: Chronicle to story

IB Agenda 9/4 - 5Slide7

Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, ------- was -------.(A) reconciliation . . assured(B) warfare . . avoidable(C) ruination . . impossible(D) conflict . . inevitable

(E) diplomacy . . simple

IB SAT Warm-up 9/8-9/9Fill in the blanks with the pair of word that makes sense in the sentence.Slide8

Goal: Understand and employ strategies to create character, theme, plot and point-of-view.SAT Warm-UpLiterary elements discussion

Impossible Cortes story

Agenda 9/8-9/9Slide9

Warm-Up: Describe a place of your choice using sensory language. Use your voice (diction, syntax, sound, figurative language) to create a distinct mood and tone.Introduce minor characters projectMinor character selectionTimeline and symbolism

IB Agenda 9/10-9/11Slide10

Warm-up – Setting, mood and toneDiscuss thesis statements and essay structureAnalyze essay structureOutline essaysIB Agenda 9/12-15Slide11

In LA, you can’t do anything unless you drive. Now I can’t do anything unless I drink. And the drink-drive combination, it really isn’t possible out there. If you so much as loosen your seatbelt or drop your ash or pick your nose, then it’s an Alcatraz autopsy with the questions asked later. Any indiscipline, you feel, any variation, and there’s a bullhorn, a set of scope sights, and a coptered pig drawing a bead on your rug.So what can a poor boy do? You come out of the hotel, the

Vraimont

. Over boiling Watts the downtown skyline carries a smear of God’s green snot. You walk left, you walk right, you are a bank rat on a busy river. This restaurant serves no drink, this one serves no meat, this one serves no heterosexuals. You can get your chimp shampooed, you can get your dick tattooed, twenty-four hour, but can you get lunch? An should you see a sign on the far side of the street flashing BEEF- BOOZE- NO STRINGS, then you can forget it. The only way to get across the road is to be born there. All the ped-xing signs say DON’T WALK, all of them, all the time. That is the message, the content of Los Angeles: don’t walk. Stay inside. Don’t walk. Drive. Don’t walk. Run! I tried the cabs. No use. The cabbies are all Saturnians who aren’t even sure whether this is a right planet or a left planet. The first thing you have to do, every trip, is teach them how to drive. MARTIN AMIS Money (1984)Warm-up. How does the author use voice, tone, mood and description to create a sense of place? What can you infer about the narrator and what the story will be like?Slide12

You will take either a text based stance (builds an argument by focusing on specific features of the literary text in question) or a context based stance (builds an argument by focusing on the context in which a literary text exists).Thesis should make a claim about the work that is arguable, specific and manageable (can be proven in the appropriate amount of space.It should have a statement and a comment - an observation and a why or how.

Analytical Essays and Thesis StatementSlide13

Next, let’s create a thesis statement.  Just plug in your meaning and your technique(s):   (here are 3 different versions)In this story, the author uses ______ and _______ to reveal __________.  In ____________ by ____________, the author seeks to  _______________ by/through _________________.

In _____________, Gary Soto examines ___________ through his use of __________ and __________.   

Thesis templatesSlide14

In “Snow White,” attractive women are depicted as helpless and men are so enthralled by helplessness as to appear necrophiliac.In The Awakening, the ocean functions as a symbol of both freedom and death, demonstrating Chopin’s belief that in the oppressive society of the Gilded Age, women can only achieve liberation through social suicide.

Mademoiselle

Reisz expresses the preoccupations of the Victorian era in her music.While Edna’s servants in The Awakening, are largely unnamed and rarely discussed, their existence is pivotal because they provide a critique of Edna’s middle class pre-occupation with herself, suggesting that for nonwhite women of the lower classes, self-actualization is not even an option.Thesis Statement – Your thesis should make a claim about the work that is arguable, specific and manageable (can be proven in the appropriate amount of space.It should have a statement and a comment - an observation and a why , a how, or an explanation of why it is important.Are these good thesis statements, and if not, how can they be changed.Slide15

Topic Sentence (supports thesis)–Direct quote (evidence from story)–Explain first example (commentary:  explain HOW that method/technique conveys that meaning)Introduce second example–Give second direct quote

–Explain second example

Concluding sentenceIf you are using outside sources, you will be using them to comment on and contextualize the primary text.Paragraph TemplateSlide16

For example, “    “Commentary (explain WHAT is happening in the story at this time)Connection: (explain HOW this example shows the concept in your thesis)Another example “     “

Commentary (explain WHAT is happening in the story at this time)

Connection (explain HOW this example shows the concept in your thesis)Conclusion  (a big picture observation about the story and the concept)*Use Quote Introduction worksheet to integrate your quotes. YOU MUST INTRODUCE A QUOTE. CM: “Here,...”CN: “Therefore” “This shows” “As such,” “Consequently,” Analytical ParagraphSlide17

Dahntay’s ------- over winning the prestigious prize was ------- only by the fact that his father was unable to attend the ceremony.(A) incredulity . . misconstrued(B) ebullience . . tempered(C) bashfulness . . extended(D) satisfaction . . confirmed

(E) relief . . conveyed

SAT Warm-up: Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.  Write the sentence correctly in your journal. Slide18

Goals: Construct effective analytical thesis statements and body paragraphs.Warm-upGroup thesis critiquesPeer editingWriting/Revision time

IB Agenda 9/16-17Slide19

SAT Warm-UpGrade report sheetsWork day – you may work on your paper or work on your presentation if your paper is complete. Please keep conversations fairly quiet so that others can write. I am happy to meet with you to go over drafts, outlines or thesis statements or to talk about your project. You may not do work for any other class. I will also be calling you up to check proposals.Return essaysFor next class: Final draft, outline, peer edit, first draft

IB Agenda 9/19

HAPPY INTERNATIONAL TALK LIKE A PIRATE DAYSlide20

Writing > Improving SentencesPart or all of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.  Like machinery was integral to the development of industrial capitalism, so the rapid transfer of information is the force driving modern business.

(A) Like

(B) Given that(C) Since(D) Just as(E) AlthoughSAT Warm-up 9/18Slide21

https://www.youtube.com/watch?v=oNXe13iVcqMhttps://www.youtube.com/watch?v=6Dsd7eV7lpEhttps://www.youtube.com/watch?v=RuUCgphkkhI

Creative Presentation ExamplesSlide22

http://www.poemhunter.com/best-poems/gwendolyn-brooks/to-be-in-love/To Be in Love by Gwendolyn BrooksSlide23

Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. The senator chose to incur dislike rather than ------- her principles to win favor with the public.(A) gratify

(B) endorse

(C) accuse(D) compromise(E) advertiseSAT Warm-UpSlide24

Goals: Editing for wordiness, creating effective creative presentationsEdit and turn in papers – Simplicity and ClutterInclude final drafts, first draft, outline and peer edit. Final draft should be on topExamples of presentations and scoringWork on presentations

IB Agenda 9/22-23Slide25

The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. (A)When people gave up the hunter-gatherer way of life and began to cultivate the soil and grow their food, they often (B)

became less mobile

, built more substantial residences, and (C)they developed (D)more effective means of storage. (A)  (B)  (C)  (D)  (E)  No errorSAT Question of the Day 9/25 – 9/26Slide26

Great Gatsby IOPWork on creative projects/presentations. You should be ready to present on Wednesday. No exceptions! Please let me know if you need any special equipment.For next time: Creative project, presentation, rationale, and presentation planning sheet/materials are due.

If your creative project can be printed, please print it. Otherwise, be sure you send it to me or give me a location where it can be found.

You may turn in one presentation, rationale and planning sheet per group, but all group members full names must be on each sheet.IB Agenda 9/25Slide27

Critical Reading > Sentence CompletionsChoose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. Mr. Warmington

considered himself a connoisseur of fine wines, claiming he could -------variations in taste and quality among any range of vintages he was served.

(A) purvey(B) discern(C) efface(D) mollify(E) debateSAT Warm-Up 9/26 - 29Slide28

No warm-up - PresentationsGive me a grading sheet with all group members full names.Fill out the “where is my project sheet” for group members. Use all group members full names.Presentations – volunteers then random order.After you do your presentation, please give me all remaining materials in your packet. If you have already done your presentation and not given them to me, please do so today. Also, double check that supporting materials are where you said they are.

Missing essays:

Mithra, Alyssa, Eduardo, Savannah, Alejandra and Lindsay. Missing essays not sent to me by Saturday at 8 pm will not be accepted and are likely to result in a failing grade!After you have looked over your essays, please return them to me unless you plan to revise.IB Agenda 10/3Slide29

1. Writers Journal: Who do you think influences you the most: your family, your community or your experiences?Go to http://grammar.about.com/od/rhetoricstyle/a/20figures.htm and read about figures of speech.Then take the quiz on: http://grammar.about.com/od/terms/a/revquiz20terms.htm

Then go to the

Zorah Neale Hurston Webquest on my website. Find 2-3 partners, divide websites you will explore, and share notes.For next class: Read Chapters 1-4 in Their Eyes Were Watching God and write 3 discussion questions that have to do with voice, style, figurative language, or how the story is told.IB Agenda 10/6Slide30

Part or all of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.  Archaeological evidence shows that Viking ships were lighter, slimmer, and faster than that in England

.

(A) that in England(B) they had in England(C) they had been in England(D) those used by the English(E) that of the EnglishSAT Question of the DaySlide31

Ships at a distance have every man’s wish on board. (Noun) (prepositional phrase) (verb) (adverb) (adjective) (noun) (prepositional phrase)For some they come in with the tide.(prepositional phrase) (noun/noun pronoun) (prepositional phrase)

For others they sail forever on the horizon, never out

(contrasting prepositional phrase) (same noun or pronoun) (verb) (adverbial phrase), (adverbial phrase), (adverbial phrase) of sight, never landing until the watcher turns his eyes away in resignation, his dreams mocked to death by time. That is the life of men. Now women forget all those things they don’t want to remember everything they don’t want to forget. The dream is the truth. They act and do things accordingly.Slide32

The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. Wynton Marsalis (A)emerged as one of the great trumpeters (B)

of

 the late twentieth century, (C)winning Grammy awards for both his jazz (D)and even classical works. (E)No error(A)  (B)  (C)  (D)  (E)  SAT Question of the DaySlide33

Sentence ImitationLearn about how author’s use voice and figurative languageStyle – imitate structureStyle – Examples of figurative language/effectMetonymy, chiasmus, synecdoche, antithesis, anaphora, irony – situational, dramatic and verbal, extended metaphors, similes and analogies. On page ___, Hurston uses

to do .DiscussionIB Agenda 10/14Slide34

Students will learn how to analyze and imitate an author’s style and use of figurative language.In response to a complex prompt, students will be able to write a well-constructed analytical essay that supports a thesis with cogent textual references and commentary.IB 2

nd

6 Weeks Unit ObjectiveSlide35

Ships at a distance have every man’s wish on board. (Noun) (prepositional phrase) (verb) (adverb) (adjective) (noun) (prepositional phrase).EX: Cats in my house know all my secret thoughts through ESP.

Warm Up: Write your own sentence in which you mimic Hurston’s grammatical structure as closely as possible.Slide36

Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the watcher turns his eyes away in resignation, his dreams mocked to death by time. That is the life of men.

Now women forget all those things they don’t want to remember and remember everything they don’t want to forget. The dream is the truth. They act and do things accordingly.

We will analyze this passage as a group using the “Elements of Literary Style Handout at the back of Your Packet. Write your own 2 paragraph composition in which you use Hurston’s style and an extended metaphor to contrast 2 groups. Use chiasmus, antithesis, and anaphora if you can.Slide37

How do sex and love inspire artistic works and life changes? How do we make so much out of this one area of life? What is the mechanism?Discussion Questions. Answer and give a specific reference for each.Slide38

    Miss Hurston voluntarily continues in her novel the tradition which was forced upon the Negro in the theatre, that is, the minstrel technique that makes the "white folks" laugh. Her characters eat and laugh and cry and work and kill; they swing like a pendulum eternally in that safe and narrow orbit in which America likes to see the Negro live: between laughter and tears.

Is this criticism fair?

In his review of Their Eyes Were Watching God, Richard Wright, a Harlem Renaissance wrote:Slide39

How do sex and love inspire artistic works and life changes? How do we make so much out of this one area of life? What is the mechanism?Discussion Questions. Answer and give a specific reference for each.Slide40

What does an audience contribute to a story?Slide41

How does the town of Eatonville function as chorus? Are there multiple “choirs”. When are specific examples of times they are wise, foolish, thematically appropriate, symbolic, etc. What are some different things they represent.Slide42

What does Janie’s family history of slavery have to do with her first choice of husband?Slide43

Was Joe a better choice than Logan? Slide44

What symbols do you see and how are they developed?Slide45

Chapter 1 Questions: Select quotations from the text that support your answers.1. Hurston begins the book with an extended metaphor. What are the dreams of men? How are they different from the dreams of women? Who doesn’t get disappointed?Chapter 1 Question

Select Quotes from the Text that Support Your AnswerSlide46

The first two pages are loaded with figurative language, as though Hurston was writing poetry in book form. What is the effect of this? Is it hard to understand? What is the effect of having to work a little harder to understand all the layers of her opening pages?Chapter 1Slide47

Janie’s scene with the pear tree is gentle and lovely. Compare this to the description of Nanny as a different kind of tree. Discuss the description of Nanny and how the different symbols affect you.Chapter 2Slide48

1. Why does Hurston start the chapter, “There are years that ask question and years that answer.” How does this anticipate the rest of the chapter?Chapter 3Slide49

4. Look at the imagery surrounding Janie and Joe’s meeting: If Joe does not “represent sun-up and pollen and blooming trees, but he spoke for far horizon,” why does Janie go with him? What changed, if anything? What is the tone here?Chapter 4Slide50

How would you describe Amos’ and Lee’s purpose in the novel so far? How are they characterized?Chapter 5Slide51

1. In this chapter, Hurston uses dialect to be funny. Was Richard Wright correct when he criticized her and said it sounds like a minstrel show?Chapter 6Slide52

The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. Beluga whales, (A)which are also called sea canaries (B)because of

 their high-pitched chirps and gregarious natures, are the only animals (C)

known mimicking the sounds( D)of human speech spontaneously. (E)No error(A)  (B)  (C)  (D)  (E)  SAT Warm-Up 10/16Slide53

Goals: Analyze style, language, character and theme in Their Eyes Were Watching GodWarm-upAssign questions and analytic essay/ explain graded discussionClose reading passage 84-87/Style QuestionsDirect and Indirect Discourse

Discussion questions

Agenda 10/16 - 17Slide54

3. The mule scene is rather famous. How does Hurston personify the mule? Why does Hurston do this?Chapter 6Slide55

1. What finally makes Janie stand up to Jody in public? What changed?Chapter 7Slide56

Look at the first paragraph in Chapter 14. You will be writing one paragraph in which you analyze it and a second in which you use it as a model. You will have 7 minutes to write each of these paragraphs. Please write them on a separate piece of paper.Step 1: Write a one paragraph analysis of the style of this passage and the effect it creates. Be sure to address 3 of the areas on the “style checklist” we used last time. You might start out: In this paragraph, Hurston uses X, Y, and Z to highlight

.

Step 2: Write a paragraph about Halloween night in the style of this paragraph.IB Warm-up 10/17Slide57

Goals: Analyze style as it relates to character and theme;Develop listening, speaking and close reading skills.Style analysis and imitation paragraphsGraded discussion

Agenda 10/17 - 20Slide58

I will project questions and give you @ two minutes to think about each one. To receive full credit for an answer, you must back it up with specific references to the text. This is a discussion you are having with your classmates, so interact with them rather than with me. You may agree or disagree with them, expand on their points or introduce another perspective.Grading standards3+ exceptionally insightful answers = 100

3+ fully supported answers = 90

2 exceptionally insightful answers = 802 fully supported answers = 701 exceptionally insightful answer = 601 fully supported answer = 50Their Eyes Were Watching God Graded Discussion Chapters 8-13 Slide59

3. Janie and Joe’s final conversation represents their whole life together. Discuss the dynamic between them.Chapter 8Slide60

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 8Slide61

Biblical allusion #4: Creation and Janie’s part in it – what can you infer about Janie now?Chapter 9Slide62

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 9Slide63

Compare and contrast Janie’s meeting Tea Cake with the moment she met Logan and the first moment she saw and spoke to Jody. Difference? Similarities? What is Hurston’s purpose?Chapter 10Slide64

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 10Slide65

When Tea Cake says, “Have de nerve tuh say whut you mean,” what is the impact on Janie? What is the impact on you? What kind of characterization is this?Chapter 11Slide66

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 11Slide67

Hurston starts this chapter in another voice. Who’s voice is it and how does it help define the community?Chapter 12Slide68

How does Hurston use Phoebe in this chapter? How does she use her in the rest of the book? Why?Chapter 12Slide69

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 12Slide70

Tea Cake spends Janie’s $200. What is your reaction? How would you have reacted if you were Janie? Why does Hurston have Tea Cake do this?Chapter 13Slide71

What did you notice about voice, style, narration and figurative language in this chapter, and how does this relate to character development and theme?Chapter 13Slide72

How does the community of the Muck compare to Eatonville? (And if you’ve read Gatsby, how do the communities in Their Eyes compare to the communities in Fitzgerald’s world?)

Chapter 14Slide73

What happens in this chapter? Why does Hurston put this chapter here?Chapter 15Slide74

Mrs. Turner is very clearly prejudiced. How does Janie react to her? Why does Mrs. Turner like Janie?Chapter 16Slide75

This is the first chapter in a while in which Janie seems to lose her voice. We know about the beating and what the men say afterwards, but Janie herself doesn’t speak. Why does Hurston do this? How should we respond?Chapter 17Slide76

We will be looking at the beginning of an essay by Alice Walker called “In Search of Our Mother’s Gardens” and doing a style analysis and imitation.Look at the first pages of “In Search of Our Mother’s Gardens.” Please write your answer on a separate piece of paper.

Step 1: Carefully annotate the first 2 pages of “In Search of Our Mother’s Gardens” for style using the style checklist. Be sure to include the effect of the stylistic choices in your notes.

Step 2: Write a paragraph about Janie’s spirituality in the style of this essay.IB Warm UpSlide77

Style analysis and imitation – “In Search of Our Mother’s Gardens”Graded discussionHero’s Journey PPointIB AgendaSlide78

Warm-Up: Famous Paradoxes and SophismsHero’s JourneyDiscuss TEWWG and essay questionsExtra credit project – make a poster of Janie’s internal or external hero’s journey using images and quotes for each stage of the journey.

IB Agenda 10/23Slide79

Warm-Up: Mimesis and clay: Make something that represents freedom or existentialism.Academic essay introductionsBody paragraphsIB Agenda 10/24Slide80

Warm-Up: Mimesis and clay: Make something that represents freedom or existentialism.Academic Essay IntroductionOverview of essay structureThesis statementsIntroductionsDue next class: Thesis statement, outline including topic sentences for body paragraphs, introduction

Please buy

A Passage to India. We will be using it.Due dates: 10/30 – Thesis, outline, intro11/3 – Body Paragraphs and Conclusion11/5 – Draft11/7 – Final DraftIB Agenda 10/28Slide81

Warm-Up: Mimesis and clay: Make something that represents freedom or existentialism.Academic Essay IntroductionOverview of essay structureThesis statementsIntroductionsDue next class: Thesis statement, outline including topic sentences for body paragraphs, introduction

Please buy

A Passage to India. We will be using it.Due dates: 10/31 – Thesis, outline, intro11/4 – Draft11/6– Final Draft DueIB Agenda 10/29Slide82

“Godfather” clipAcademic body paragraph warm-upBody paragraph PpointWrite body paragraphs and conclusion.Due dates: 10/31 – Body paragraphs due

11/4 – Draft due

11/6 – Final draft dueIB Agenda 8th Period 10/29Slide83

Happy HalloweenExam registration reminders“Godfather” clipAcademic body paragraph warm-upBody paragraph PpointIntro, thesis and outline check

Pictures

Write body paragraphs and conclusion.Due next class: Draft of essayIB Agenda 6th Period 10/31Slide84

Happy Halloween!PicturesBody paragraph color code and sentence structure checkWork time and individual conferencesIntroduction and body paragraph checkDrafts due next class

IB Agenda 8

th Period 10/31Slide85

Warm-up: “The Godfather” and gangster movie paragraph.Body paragraph pitfallsBody paragraph color code and sentence structure peer edit. Body paragraph checkConclusionsWork time

Drafts due next class

IB Agenda 11/3Slide86

COLOR CODETopic SentenceConcrete DetailCommentaryConcluding Sentence

Does the topic sentence support the thesis?

Do all concrete details and commentary support the topic sentence?Are quotes and paraphrases smoothly integrated and documented?Is commentary insightful and meaningful?Possible errors: Is commentary generic? Does it drift from the topic? Is it really just more concrete detail? Is it repetitive? Is it contradictory? Are there multiple types of sentences such as compound, complex, and compound/complex?Body Paragraph Peer EditSlide87

Compound: In Their Eyes Were Watching God, Zora Neale Hurston uses Logan Killicks to explore the implications of slavery; he is a representation of the protected, respectable life that was never available to Nanny.

Complex: Since

Zora Neal Hurston uses Janie’s hair to symbolize her womanhood, freedom and sexuality, the staid citizens of Eatonville are scandalized when the 40-year-old Janie returns from her adventure with Tea Cake “’wid her hair swinging down her back lak some young gal’” (2).Compound/Complex: Because Hurston believed in the power of voice to communicate culture, she used dialect to explore the importance of storytelling in the creation of meaning, but she used more formal English to create the persona of an educated and intellectual author/narrator.Fragment (Dependent word): Because Janie believed that she would only be fulfilled if she found a lover who recreated her girlhood dream of fertile, blooming sexuality as embodied by the pear tree.Sentence typesSlide88

Conclusions and MLA StylePeer EditFinal Draft of Essay Due Next Class!Get copy of A Passage to India by Monday.

IB Agenda 11/4Slide89

Warm-up: Proofread essaysFinal Drafts on TopIOP AssignedWatch, analyze and score sample IOP’sBring A Passage to India for next class

IB Agenda 11/5-6Slide90

Warm-up: Watch and score IOPA Passage to India webquestFor next class, read A Passage to India through Chapter 5. We will have a short quiz over the content.

IB Agenda 11/10 - 11Slide91

Warm-up: Watch and score IOPLate work forms/IOP Proposal ExamplesA Passage to India QuizDiscuss webquest resultsPost-colonial theory

powerpoint

Discuss A Passage to IndiaFor next class: Read Chapters 6-9, QuizSome time in class (@ 20 minutes) to plan for IOP’s. Be ready to meet with me 11/19 about IOP’s. Proposals are due 11/19 at the beginning of class.IB Agenda 11/12-13Slide92

Warm-up: Watch and score IOPA Passage to India 5-9 QuizPost-colonial theory powerpointFor next class: Read Chapters 10-17, Quiz

Be ready to meet with me 11/18 about IOP’s. Proposals are due 11/18 at the beginning of class.

IB Agenda 11/17Slide93

Quiz 10 - 17Finish Post-Colonial PresentationConferences/Work on ProjectsAll proposals due in hard copy.For next time: Read Chapters 18-23 - quizFinish

A Passage to India

over Thanksgiving.IB Agenda 11/18-19Slide94

Quiz Chapters 17-23Passage to India Post-Colonialism PostersIOP ConferencesIB Agenda 11/20Slide95

Quiz Chapters 18-23Unit Test ReviewFinish Post-Colonialism PowerPointIOP Conferences/Work on IOPIB Agenda 11/21Slide96

Sign up for presentation times.Unit Test – You may use A Passage to India and a dictionary when taking this test. Please be sure to read the passages carefully before answering the questions. Discuss the end of A Passage to India

IB English III Agenda 12/1Slide97

Go over testDiscuss end of Passage to IndiaWork on presentationsIB English III 12/4Slide98

PresentationsAllegra, Olga, Dani and AlliyahJohn and AldenRachel

IB Agenda 6

th Period 12/5Slide99

Presentations:ArielChanseGandyLuka and Darrian

IB Agenda 4

th Period 12/8Slide100

Presentations:Reagan, Celine, AngelaCassidyAle and NyssaAshleyPlease fill out your grading form with your full name and the title of the book(s) you are addressing and give them to me before your presentation.

IB Agenda 12/9 6

th PeriodSlide101

Presentations:Kelly TranAnna Garrett &Kristine BermudezGray MarshallCourtney GilbreathPlease fill out the rubric with the title of the book(s) you are addressing and give it to me before you present.

IB Agenda 12/9 8

th PeriodSlide102

7 = 26-306 = 22-255 = 18-214 = 14-173 = 11-132 = 6-101 = 0-54 and up are generally passing. Most scores are in the middle - 4’s and 5’s.

Mark Bands from May 2014 (These change annually)Slide103

Brief discussion of mark scheme.PresentationsSara and NirushaMarcus

Kae

and GiannaAfter presentations are complete, I will be happy to discuss your marks with you.IB Agenda 12/10 (4th Period)Slide104

30 = 100 21 = 89 12 = 6729 = 99 20 = 86 11 = 6528 = 98 19 = 83 10 = 6327 = 97 18 = 80 9 = 6126 = 96 17 = 78 8 = 5925 = 95 16 = 76 7 = 5724 = 94 15 = 74 6 = 5523 = 93 14 = 72 5 = 53

22 = 91 13 = 69 4 = 51

ScoresSlide105

Brief discussion of mark scheme.After presentations are complete, I will be happy to discuss your marks with youPresentationsSavannahFaithAdrianaRuth, Alyssa and Alexis

Mithra

IB Agenda 12/11 6th PeriodSlide106

Presentations:DavidTony and AndrewFinals Day:GabrielaBradley

Kae

and GiannaDave and KalebIB Agenda 12/12 4th PeriodSlide107

Ms. Brosche will come to talk to you about some program nuts and bolts for the last 20 minutes.Books to Purchase for Next Semester:The Essential Rilke Paperback

trans byby Galway Kinnell and Hannah LiebermanThe Unbearable Lightness of Being by Milan KunderaHow to Read a Poem by Edward HirschIB 8th Period Agenda Finals DaySlide108

Welcome back! Where in the world did you go?Semester 2 structurePoetry notebook assignmentPoetry annotation/interpretation questionsFor next class: Read Chapter 1, “Message in a Bottle” from How to Read a Poem

.

Please purchase How to Read a Poem by Edward Hirsch. An electronic copy is fine. It is available for Kindle or on Google Books for $9.99Bring The Essential Rilke to classBring your poetry notebook to class. You will be bringing this every day! IB Agenda 1/6 – 1/7Slide109

Where in the world did you go?Slide110

Vocabulary Warm-upPoetry Notebook check-inPoetry annotationRilke presentationSample reflectionWebquest topic selection

For next time: Read Chapter 2 in

How to Read a PoemIB Agenda 1/12 – 1/13Slide111

- Epic or narrative: Poems that tell a story. Sometimes the author speaks in the first person, then lets the characters speak for themselves. Sometimes the poem is in the third person. An epic is usually long and has a heroic theme. - Dramatic: In which the characters do all the talking, monologue or dialogue, characters are clearly not the author.- Lyric: Uttered through the first-person, represents internal or spiritual life, a meditation

Vocab

Warm-up: Slide112

GoalsDemonstrate knowledge and understanding of individual literary works as representatives oftheir genre and period, and the relationships between them– Demonstrate an understanding of the ways in which cultural values are expressed in literature– Demonstrate awareness of the significance of the context in which a work is written and received

Activities

Check poems for next class. Quiz over Chapters 1 & 2 of How To Read a Poem next class. Villanelle form.Introduce Webquest – Rilke biography presentationAssign webquest topics and begin workIB Agenda 1/14 - 15Slide113

Vocab Warm-UpCaesura: A stop or pause in a metrical line, often marked by punctuation or by a grammatical boundary, such as a phrase or clause. Can also be marked by a space.Enjambment: The running-over of a sentence or phrase from one poetic line to the next, without terminal punctuation.

Vocabulary Warm-UpSlide114

Vocabulary Warm-UpVillanelle/Discuss “One Art”Work on WebquestIB Agenda 1/16Slide115

With your group, use How To Read a Poem Chapters 1 & 2 and Glossary to define the following and give an example from the book or from your imagination:Kenning Trope Villanelle (Just the title)

Synaesthesia

SurrealismStanzaPoetic Vocabulary Warm-UpSlide116

Vocabulary Warm-UpPoetry notebook check inPresentations : Cezanne, Rodin and ApolloMini reflective statementDiscuss “The Panther,” “A Bowl of Roses,” and “Archaic Torso of Apollo”

IB Agenda 1/20Slide117

Vocabulary Warm-UpPerfect rhyme: end/bendSlant rhyme: assonance – vowels sound similar: love/have consonance – consonants sound similar but vowels are different – love/leave Internal rhyme: rhyme within a line: Red sky at night, sailors’ delight

Notebook Check-In

Poetry notebook check inPresentations : Cezanne, Rodin and ApolloMini reflective statement – Homework if not finishedDiscuss “The Panther,” “A Bowl of Roses,” and “Archaic Torso of ApolloIB Agenda 1/21Slide118

Rhyme Scheme: characteristic patterns of lines (ababcc)Perfect rhyme

: end/bend

Slant rhyme: assonance – vowels sound similar: love/have consonance – consonants sound similar but vowels are different – love/leaveInternal rhyme: rhyme within a line: Red sky at night, sailors’ delight.Vocab Warm-Up: RhymeSlide119

Read “Orpheus, Euridice, Hermes” and “Leda and the Swan”For Next ClassSlide120

For next time: Bring annotations and be prepared to write about: “Orpheus. Eurydice. Hermes.”IB English III Agenda 1/23/15Slide121

Work DayFor next class: Read “Orpheus, Eurydice, Hermes,” “Leda and the Swan” and “Requiem for a Friend.” Make sure you have read “The World is Large and Full of Noises.” Poetry notebook check next time.IB Agenda 1/26/2015Slide122

Vocabulary:Couplet: Two successive lines of poetry, usually rhymed (aa)Tercet: A three line stanza, often containing rhyme

Greek mythology presentations: Orpheus and Eurydice, Hermes, Leda and the Swan

Poetry Notebook Check-InMythology Presentations“Orpheus, Eurydice, Hermes” and “Leda and the Swan” small group workFor next class: Read Duino Elegies 1 – 3 and write at least 10 annotations based on the annotation questions on each poem. I will check annotations!IB Agenda 1/28Slide123

Counselor scheduling presentationLook at strong poetry commentary and supervised writing prompt. IB Agenda 1/29Slide124

1. Vocabulary Warm-Up Ode: A celebratory poem in an elevated language on an occasion of public importance or a lofty universal theme. Elegy: A poem of mortal loss and consolation2. Presentations on elegies and Muslim angels3. Themes and motifs in Rilke

4. Poem dissection

IB Agenda 1/30 Please sit 4-5 to a table at a table with suppliesSlide125

No warm-up, brief poetry notebook check (last week’s poems)Presentations (we will cap these at 45 minutes – if we cut anyone off, I will grade their presentations based on their slides). TAKE NOTES DURING THE PRESENTATIONS!Reflection PaperIB Agenda 2/3 – 2/4Slide126

Reflection Paper

Answer the following question:

How was your understanding of the cultural and contextual considerations in the work developed through the presentation?Please make sure that you have a heading including the title “Rilke Poetry Reflective Statement,” your name, class period and the date.Count that you have 300 – 400 words.Write legibly and proofread.You must turn your statement in during this class period.Consider using a “what I thought, what I learned from the presentation, what I realize now” format.You will be graded on: “To what extent does the student show that their understanding of the cultural and contextual elements was developed through the interactive oral?”Slide127

Counselor/Registration PresentationPoetry notebook checkDiscuss supervised writing: We will do the supervised writing on Monday.Discuss revisionFinal poetry notebook due on Wednesday:

IB Agenda 2/5Slide128

Must have:Table of contents and poems labeledTwo typed, revised poems with three drafts of eachOne expanded two page typed commentary on a poemGrading 50%: All poems are present, organized and completed in a thoughtful manner

25% Revisions show attention to form and meaning and development of the poem

25% Expanded commentary is thoughtfully explores the themes and literary techniques in the poem as well as your response to it.Final Poetry Notebook Due WednesdaySlide129

What are the themes of my poem? What is the mood or tone? Cut or adapt stuff that doesn’t address these themes or fit with the mood and tone. If you’ve chosen to revise a formal poem, does the form support the theme, mood and tone?Is there anything in my poem that seems like filler – doesn’t give new meaning? If so, cut it. Also look for filler words like articles and adverbs like “Very.” Cut these when you can.How are my examples of figurative language supporting my theme and supporting the tone and mood or the poem? If they aren’t, change or eliminate them.

How does the sound of my poem fit with the mood and tone? Read the poem out loud and adapt rhythm, words, punctuation, line breaks.

Are there any cognitive leaps in my poem? What takes place during the leap and how is it indicated in the poem.Consider word choice: how is each of my words powerful in the poem? Eliminate any cliches and consider synonyms and changing word order to make word choice interesting, surprising, and supportive of your mood, tone and theme.Consider your line breaks and punctuation (caesuras, enjambment). Do they highlight important ideas, create multiple meanings of words, highlight relationships between ideas. Adapt as necesssary. Consider the shape of your poem on the page, play with structure and line breaks so that you feel that your form complements your meaning.Revision ConsiderationsSlide130

Discuss supervised writing and essay developmentSupervised writingMs. Spindler will not be here Thursday. I will leave box for the sub to collect poetry notebooks. However, if you are not comfortable leaving your notebook with the sub, you may bring it to me Friday before 4:30.Buy

The Unbearable Lightness of Being

– due next Monday. Bring Unbearable Lightness letter home.Heading: Book Title, Essay Prompt, Date, NameIB Agenda 2/9/15Slide131

Poetry notebook discussionSonnet and Orphic Cult presentationsSonnets to Oprheus 2, 3, and 5Buy The Unbearable Lightness of Being – due next Monday. Bring

Unbearable Lightness

letter home. I will be here Friday; I will not be here tomorrow.IB Agenda 2/11Slide132

Folder creationCzechoslovakia under Communism; Prague SpringFor next time: Read through Part II, Chapter 12 in The Unbearable Lightness of Being and be ready for quiz. Also bring 2 discussion questions that you would like to talk about. Think about what background areas you might like to research.

IB AgendaSlide133

ScheduleQuizDiscussion Interactive OralIB Agenda 2/19-20/15Slide134

Why does the novel start with a discussion of eternal return? What does Kundera mean by lightness and weight? Is it better to be lighter or heavier.QuestionSlide135

Why is the metaphor of the baby in the bulrush basket so appealing to Tomas? Why are metaphors dangerous? Why does Kundera believe they can lead to love? Why does Tomas fall in love with Teresa?

QuestionSlide136

What is the importance of fortuity in the novel? In or lives? How do we create meaning from chance events.QuestionSlide137

What do you think of Tomas’ character and decisions. What is kitsch and why would he be a monster in the kingdom of kitsch? QuestionSlide138

Is there a meaningful difference between pity and compassion? What is the role of compassion in literature? In cross-cultural understanding?QuestionSlide139

What relationship does Teresa want to have between her soul and body? Does the body reflect the soul?QuestionSlide140

How does the Prague Spring and its aftermath affect Tomas and Teresa? QuestionSlide141

How did Communism affect the development of Sabina’s art and personality? In what ways is Sabina’s art like Kundera’s. What is Social Realism and why might it support Communism? How do Sabina and Kundera react against Social Realism?

QuestionSlide142

How is this novel organized so far? Why do you think Kundera organizes it this way? What role does he take as narrator?QuestionSlide143

How are gender roles presented in the novel so far?QuestionSlide144

What is the purpose of the “Dictionary of misunderstood words?” How and why does Kundera use it to tell a story?QuestionSlide145

How is this a post-modern novel and how is Kundera a post-modern novelist?QuestionsSlide146

Interactive Oral AssignmentPoetry day next class – sign-up reminderQuizDiscussion questionsPost-modernismIB Agenda 2/23Slide147

Poetry Café! Slide148

Writing promptsUnbearable Lightness parts 3 & 4 quizPost-modernism and Unbearable LightnessAnna Karenina article

IB Agenda 3/3/15Slide149

Write about your knowledge and experience with money and how it has affected you or others you know. You may use your knowledge of current events, America’s wealth gap, and information from books or classroom discussions in your writing.Writing Prompt 1Slide150

People use vacation time or holidays to escape from work or school. Write about a vacation or holiday that you remember from the past.Writing Prompt 2Slide151

Assign interactive orals – 6thUnbearable Lightness of Being parts III and IV quiz.Post-modernismCharacter, plot and historical events

IB Agenda 3/4/15Slide152

HistoricalCultural:6th Period Interactive OralSlide153

Part V QuizLook at IO to essay process with IB comments.For next class: Finish Unbearable Lightness and Anna Karenina articleSlightly longer quiz (15 questions) for test grade: be familiar with post-modernism handout and historical background from film.

Be ready for Interactive Oral next Thursday.

IB English II 3/6-8/15Slide154

Parts VI and VII QuizDiscuss the end of the novelLook at sample essay and commentsIB Agenda 3/10 – 3/11Slide155

Look at essay samplesDiscuss essay topicsMock supervised writing time.IB Agenda 3/12Slide156

What minor character is most important to this work?How do the political and historical events of this novel affect the development of one of the characters?Identify a symbol, motif or strand of imagery (or more than one, if you prefer). What role does it play in the work?How are gender roles depicted in this novel?Complete draft (at least 1000 words) will be due Tuesday, Essay due Thursday.

Essay will be due 4/6 – 4/7

No extensions will be given on this essay except for illness or true emergencies.Mock Written Assignment TopicsSlide157

Presentations:Social, Philosophical and ArtisticReflection PaperIB Agenda 3/26Slide158

Answer the following question:How was your understanding of the cultural and contextual considerations in the work developed through the presentation?

Please make sure that you have a heading including the title

The Unbearable Lightness of Being, your name, class period and the date.Count that you have 300 – 400 words.Write legibly and proofread.You must turn your statement in during this class period.Consider using a “what I thought, what I learned from the presentation, what I realize now” format.You will be graded on: “To what extent does the student show that their understanding of the cultural and contextual elements was developed through the interactive oral?”Reflection PaperSlide159

Supervised Writing: Choose from one of the following topics:1. Discuss one of the non-traditional narrative techniques used in this novel. How is it important to the development of plot, theme and/or character?2. Identify one of the philosophical dualities addressed in this work. What role does it play in the novel?3. How do the characters in this work react to cultural, social and political expectations?

4. Identify a theme central to this novel. How does the author use one of the primary characters to develop this theme?

IB Agenda 3/30-31 4th, 6th Slide160

Wednesday – Thesis and outline for mock written assignment in class, bring brainstormingNext Monday – Draft of mock supervised writing due in class, at least 1000 wordsNext Wednesday – Mock supervised writing dueNext Friday – Begin The Seagull, read first act for class

Schedule 6thSlide161

Heading: Your name, my name, IB Language A: Literature, Part I, date, The Unbearable Lightness of BeingUse the prompt you chose as your title.You must answer only one question.You may structure may include paragraphs, bullet points, and questions, and areas for further investigation. Do develop some ideas – don’t just list.Try to narrow and develop your ideas so that you have one or more potential thesis statements.

This may be sent to IB to authenticate your work, but it will not be graded by IB.

At this point, you are exploring possible paper topics that show your understanding and analysis of the novel. You no longer need to show understanding of the historical and cultural context of the novel, but you may if you wish. Historical and cultural context should inform your understanding.Supervised WritingSlide162

The student develops ideas relevant to possible essay topics.The student develops ideas relevant to specific characters, events and themes in The Unbearable Lightness of Being. The student shows an understanding of The Unbearable Lightness of Being.

The student designates areas that could be further explored in their 1200-1500 word essay.

 Supervised Writing Rubric, 25 Points EachSlide163

Brainstorming for mock supervised writingDevelop thesis and outlineBegin writing if timeNext class, writing time, conferencingFull draft due next TuesdayFinal draft due next ThursdayBegin

The Seagull

on Monday, 1st Act DueIB English III 3/31Slide164

Work day and conferencesPlease check thesis with me if you haven’tFull draft due next TuesdayFinal draft due next ThursdayBegin The Seagull on Monday, 1st

Act Due

IB Agenda 4/2Slide165

Conferences about thesis statements and outlinesTime to work on draft.IB Agenda 4/6 4th PeriodSlide166

Does my thesis sentence attempt to answer (or at least to explore) a challenging intellectual question?Is the point I'm making one that would generate discussion and argument, or is it one that would leave people asking, "So what?"Is my thesis too vague? Too general? Should I focus on some more specific aspect of my topic?Does my thesis deal directly with the topic at hand, or is it a declaration of my personal feelings?

Does my thesis indicate the direction of my argument? Does it suggest a structure for my paper?

Does my introductory paragraph define terms important to my thesis? If I am writing a research paper, does my introduction "place" my thesis within the larger, ongoing scholarly discussion about my topic?Is the language in my thesis vivid and clear? Have I structured my sentence so that the important information is in the main clause? Have I used subordinate clauses to house less important information? Have I used parallelism to show the relationship between parts of my thesis? In short, is this thesis the very best sentence that it can be?Thesis Statement Self EvaluationSlide167

Here are some questions that you might ask:Does my thesis control the direction of my outline?Are all of my main points relevant to my thesis?Can any of these points be moved around without changing something important about my thesis?Does the outline seem logical?Does my argument progress, or does it stall?

If my argument seems to take a turn, mid-stream, does my thesis anticipate that turn?

Do I have sufficient support for each of my points?Have I made room in my outline for other points of view about my topic?Does this outline reflect a thorough, thoughtful argument? Have I covered the ground?Outline Self EvalSlide168

Go to Dartmouth Materials for First-Year Writers – Revision. Read the information.Peer edits. Trade your paper with a peer and edit each others’ papers. Be sure write both the author and editor’s names on the papers. Author:Editor:Peer edits will be graded. The grade will be for the editor. You must write it as a hard copy, then give it to the writer. The writer will bring it to class and turn it in.

I will be checking today that each of you has

a draft.IB Agenda 4/7Slide169

Proofreading Focus: Pronoun reference, passive and active voice, finding the real subject and verb.If you have problems with capitalization, read the capitalization presentation.http://www.chompchomp.com/https://www.edx.org/Proofread essays.

For next time, read the Preface to

The Seagull and Act I of The Seagull 129-150.Upload essays to Managebac unless you give me a hard copy during class. Please give me the peer edits today.IB Agenda 4/9 - 10Slide170

Passive voice occurs when the subject of a sentence is acted upon rather than performing the action. It is occasionally necessary to convey meaning, but usually weakens a sentence and makes it wordy.Tereza was betrayed by Tomas. (Passive)Tomas betrayed Tereza. (Active)

Passive VoiceSlide171

Tereza was influenced by Tomas to attempt to take a lighter attitude toward her sexuality which resulted in her performance of an act of infidelity with the engineer.Passive VoiceSlide172

Because he believed in the glory of the grand march, Sabina’s disgust for all political protest was misunderstood by Franz who perceived it as a tribute to the political oppression undergone by her country at the hands of the communist party. Passive Voice, Unclear Pronoun Reference, and a Capitalization ErrorSlide173

It is Kundera’s belief that human beings are torn between a desire for the lightness of freedom and the weight of responsibility.Real subject: KunderaReal Verb: Believes

Kundera

believes that human beings are torn between a desire for the lightness of freedom and the weight of responsibility.Finding the Real Subject and VerbSlide174

Despite Tomas’ philandering, there are good reasons that Tereza decides to stay with him.Finding the Real Subject and VerbSlide175

It is true that Tomas rejected Simon, however, there is still a bond between them in Simon’s mind.Finding the Real Subject and VerbSlide176

There is a similarity between Sabina and Franz in the they both like New York, however it still does not create common ground between them.Finding the Real Subject and Verb and Pronoun ReferenceSlide177

Assign Interactive OralsAnalyze and Read Act IUsing the Stanislavski Method to Create a Performancehttp://www.istianjinelearning.org/christineakov/files/2014/02/Using-The-Stanislavski-Method-12kvo75.pdf

IB English IIISlide178

What does your character want from each of the other characters?How does your character feel about each of them?How well does your character understand the other characters?How well does your character understand his-or herself?How does your character relate to other people?

For Next Time: Read Act II, choose a character and answer:Slide179

Each character in a play has a superobjective—the ultimate dramatic need that guides his/her journey over the course of the whole play.The superobjective can be broken down into smaller, more manageable, easily studied units. Each unit consists of a major step towards the achievement of that

superobjective

.Keep the “big picture” in mind as you divide the script into units, making sure each unit contributes to the overall throughline (the logical progression of events leading the protagonist towards his/her intended superobjective—whether or not it is achieved).Be aware of the counter-throughline(the logically progressing efforts of the antagonist OR the logical progression of the obstacles).UnitsSlide180

Further divide each unit into beats—a character’s use of one tactic in his/her attempt at achieve the goal of the unit. Units often have many beats.A character will use one tactic to achieve the objective of the unit or a step therein. Based on its perceived success or failure, he/she will adapt the tactic to the new circumstances.Score your script: In preparation for playing the role, place brackets around each beat in which your character participates. For each beat, write out the (I) Intension, (O) Objective, and (N) Name.

Discuss your

beatwork with your director and/or scene partner, to insure that you are all in agreement about the action of the scene.BeatsSlide181

Return/discuss supervised writing and reflection papersActing Act II – building a physical and vocal characterIB English III 4/15Slide182

What is your character’s spirit animal? In what physical and vocal ways does your character resemble that animal?Develop a gesture for your character – some movement that they make habitually in certain moods and situations that feels right and expresses some part of them.Develop a voice for your character. Is it high and squeaky, low and rumbling? Does it represent your character or play against them?

Character DevelopmentSlide183

One to two page diary entry from the POV of your character that includes reactions to other people and to events and thoughts about the major themes of the play. Your entry should include what your character wants and how they are progressing toward it or failing.For Next TimeSlide184

Mini-quiz: Describe three conflicts that are evident in Act III. Who are they between? How are they resolved (if at all)? Discuss diary entriesRead Act IIIHomework:Read Act IV. Choose three themes from the play and explain how one of the characters’ desires, fears, beliefs, words and actions contribute to the development of these themes throughout the play. How or why are the themes important to your character’s behavior and development? What are your character’s secret thoughts about these themes that are not verbally expressed in the play? You should write 2-3 paragraphs for each theme.

IB Agenda 4/17Slide185

Read Act 4Discuss theme character development – how is character used to express theme?How does Chekhov use time and space? How does he choose what to have characters describe and what to show on stage?How does Chekhov use allusions? Hamlet and Oedipus. What would you consider if you were a director staging a production of

The Seagull

today? How might a Soviet director have thought about it? Would you consider The Seagull a modernist play?IB Agenda 4/21-22Slide186

Unrequited love, conflicting goals and desires in relationships, isolationHow people create or fail to create fulfillment in life. The meaning of life. Self evaluation – judging if life was meaningful.Aesthetics – how do we know the value of our creative work? What is the purpose of art? Talent.Self-delusion and human frailtyIdentity

Endurance vs. grasping desire

ThemesSlide187

Fame/artistic creationFulfillment – eudaimonia, what makes life meaningful? Frustration – desire, ambition, loveRespected – what makes a person valuable or useful to others?Narcissism and pursuit of self-interestDeath, time, dissolution

Self-delusion

Themes 8thSlide188

Selfishness and self destruction, isolation vs. communionFame/artistic creationSelf expression/self loathingDeathFulfillment/eudaimoniaSelf-delusion

Themes 4thSlide189

PresentationsReflective statementIB English III AgendaSlide190

Answer the following question:How was your understanding of the cultural and contextual considerations in the work developed through the presentation?

Please make sure that you have a heading including the title

The Seagull Reflective Statement,” your name, class period and the date.Count that you have 300 – 400 words. Put the word count on your paper.Write legibly and proofread.You must turn your statement in during this class period.Consider using a “what I thought, what I learned from the presentation, what I realize now” format.You will be graded on: “To what extent does the student show that their understanding of the cultural and contextual elements was developed through the interactive oral?”Reflective StatementSlide191

What I thought before the presentations:The most important information I learned during the presentations that affected my understanding of the play: What I understand now:

Graphic OrganizersSlide192

The most important information I learned in the presentationHow

that affected my understanding of specific elements (character, setting, theme, connections to history, production, the author’s life, etc.).1.a.b.2.a.b.3.a.

b.

T Chart OrganizerSlide193