Teacher: A.

Catterall Course: English III Honors Unit: Symbolism and Slavery: Toni Morrison‟s Beloved Dates: S2, Week Six Monday Tuesday Objetives/ Overview I can cite and analyze textual evidence in support of my theme statement
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

Wednesday I can analyze the symbol of the tobacco tin in Beloved

Thursday I can cite and analyze textual evidence in support of my theme statement
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text

Friday I can exhibit mastery of the ACT usage and punctuation conventions

I can revise and improve my argument writing

Standards

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific words choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific words choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful

“Pronoun-Antecedent Agreement Quiz” Support Sheet (teacher) “Theme Folders” (teacher) “Theme Tracker” (teacher)

Beloved passage (teacher)

Materials

“ACT Review” Paragraphs (teacher) “Symbol G.O.” (teacher) “Tobacco tin” Image (teacher)

“Theme Tracker” (students)

“ACT Review” Paragraphs (students) “ACT Practice” PowerPoint (teacher)

1.) Quiz Review: S will copy the following sentences down in their notes, evaluating for pronoun-antecedent agreement: A. The play‟s cast orders pizza from Lou Malnati‟s after their rehearsal on Thursdays. B. The jury members reenter the courtroom in preparation for delivering his or her verdict. C. The members of the jury who/that were sequestered for three weeks couldn‟t wait for the trial to end. D. The Apollo Theatre in Harlem featured her in one of their amateur nights and Fitzgerald was “discovered” at age sixteen. E. Fitzgerald‟s singing style was so popular that many singers imitated Fitgerald‟s style in his or her own performances. 2.) T & S: Discuss and evaluate sentences 3.) T: Pass out and explain “PronounAntecedent Agreement Quiz” Support Sheet 4.) T: Pass out and explain “Theme Folders” (“Theme Tracker” placed in pocket): A. We are going to keep all of our materials related to theme in Beloved in these folders B. These will be collected periodically by the teacher for evaluation and assessment 5.) S will work independently on reading Beloved Chapter 9,

1.) Writer‟s Notebook: studentselected prompt 2.) Volunteers can share from freewrite 3.) T: Project the following quote: “„Here,‟ she said, „in this here
place, we flesh; flesh that weeps, laughs; flesh that dances on bare feet in grass. Love it. Love it hard. Yonder they do not love your flesh. They despise it. They don‟t love your eyes; they‟d just as soon pick em out. No more do they love the skin on your back. Yonder they flay it. And O my people they do not love your hands. Those they only use, tie, bind, chop off and leave empty. Love your hands! Love them. Raise them up and kiss them. Touch others with them, pat them together,

4.) S: Turn and talk: Back to which themes can we connect this passage? What specific words/phrases cue us into these connections? 5.) S: Share discussions out; T will record words/phrases on the board 6.) T & S: Using the “Paragraph Element and Sentence Stems,” construct argument paragraph as a class (T will write on document camera as S discuss) 7.) T: Explain purpose of evidence explanation: A. It is in explaining our evidence where we make clear to our reader our interpretation of the text B. In revising our explanation, we can revise our entire argument (to have it focus on a different theme entirely) 8.) S: Working off the words/phrases recorded on the board and your “Paragraph Element and Sentence Stems” handout, write an analysis for the passage, connecting it to a different theme than the model paragraph did (to be turned in as an exit ticket before the end of the period)

1.) Grammar Exercise: S will evaluate the paragraphs provided for ACT usage and punctuation conventions 2.) T & S: Discuss and evaluate paragraphs 3.) T: Pass out and explain “Symbol G.O.” 4.) T: Project image of tobacco tin 5.) S: Write: What associations do we make with tobacco tins? 6.) T: Project passage: “Paul D had only begun, what he was telling her was only the beginning when her fingers on his knee, soft and reassuring, stopped him. Just as well. Just as well. Saying more might push them both to a place they couldn’t get back from. He would keep the rest where it belonged: in that tobacco tin buried in his chest where a red heart used to be. Its lid rusted shut. tin? 11.) S: Share responses out as T records on the board 12.) T: Project passage: “‘Beloved,’ He said it, but she did not go. She moved closer with a footfall he didn’t hear and he didn’t hear the whisper that the flakes of rust made either as they fell away from the seams of his tobacco tin. So when the lid gave he didn’t know it. What he knew was that when he reached the inside part he was saying, ‘Red heart.

1.) Writer‟s Notebook: student-selected prompt 2.) Volunteers can share from freewrite 3.) T: Reiterate expectations for independent work time: A. Students will work the entire period B. They will ask questions as needed C. They will work to the best of their ability 4.) S: Work independently on reading Chapters 12, 13, and 14 of Beloved and recording evidence on your “Theme Tracker” 5.) T: Facilitate student work 6.) S: Beloved Chapters 12, 13, 14, and “Theme Tracker” due Monday

1.) Grammar Exercise: S will evaluate the paragraphs provided for ACT usage and punctuation conventions (to be collected by T) 2.) T & S: Discuss and evaluate paragraphs 3.) ACT Review Game: A. T will divide S into small groups B. Each small group will be given a whiteboard and a marker C. T & S will walk through ACT Practice PowerPoint D. For every correct answer each small group gets, they will get one point E. Each group will also have a chance to write down an explanation for why the correct answer is correct for an extra point F. The team with the most points at the end of the period with get a little treat (candy)

Agenda/ Activities

DFA

Individual work on “Theme Tracker” Chapter 9, “Theme Tracker,” and “PronounAntecedent Agreement Quiz” Support Sheet due tomorrow

Analysis freewrite

Full group analysis of symbol Symbol G.O. Chapter 12, 13, 14, and “Theme Tracker” due Monday

Individual work on Beloved and “Theme Tracker” Chapter 12, 13, 14, and “Theme Tracker” due Monday

“ACT Review” paragraphs ACT Review Game Chapter 12, 13, 14, and “Theme Tracker” due Monday

Homewor k

Chapter 10, 11, and “Theme Tracker” due tomorrow

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