Week of Jan. 11 - 16, 2016

Post date: Jan 11, 2016 1:38:22 PM

2Green & 2Black - Monday Jan. 11 and Tuesday Jan. 12

Lesson objectives: understanding the academic vocabulary historical context and social commentary so we can apply these concepts to our work with The Crucible, as well as our upcoming Embedded Assessment: Creating and Performing a Dramatic Scene

Administrivia: homework check for SAT vocabulary - Tier I work, mid-terms: what, when, blah blah blah

1. We will be working together on pulling apart the importance of historical context in understanding literature / cultural context.
2. Historical Context (put this in your academic vocabulary notebook): the circumstances or conditions in which something takes place
   1. [Note to self: don't forget "When in Rome..." and the idea of a Grand High Potentate as an info clearinghouse so that you don't look like a noob when you're dropped into a literary work. These constructs worked for the students...]
3. Think/Ink/Pair/Share > Essential question: What are the questions you need to ask yourself about the surroundings of a literary work's characters in order to understand their historical context?
4. >> I will take an image of our questions, which I will post here after 2Green and 2Black have been able to go through this exercise. :)
5. QuickWrite: What do you think your kids are not going to understand about your experience as a teenager (what you worry about, what you are concerned about, etc.?)?
6. I will pass out the rabbit/duck cartoon (again, for 2Black) - just to see what conversations were initiated.
7. We will do the same with social commentary (rabbit/duck cartoon and Wings by Macklemore and Ryan Lewis).
8. looking at 2.14 for historical context / social commentary that you need to have deeper understanding of MCS's and AM's messages - specifically paragraphs 6, 9-11

Homework check: Tier I vocab. in preparation for the SATs, due last time - but we ran out of homework checking time

Overflow/Next time:

• Now, let's think about what parallels social conflicts seem to have, from time period to time period. Turn and talk on this...
• Which literary terms would you use to try to communicate these traits and characteristics?
• Come choose one or two of the social conflicts on our sticky board to investigate, in terms of what we've learned.

4Green - Monday Jan. 11, 2016

Objective: deepening / applying historical context and social commentary to our upcoming Embedded Assessment, now that we understand them in relation to The Crucible

Review: Define historical context in your own words, using your own example

Pre-test: define social commentary, in your own words, using your own example

• I will pass out the rabbit/duck cartoon (again, for 2Green & 2Black) - just to see what conversations were initiated.
• We will do the same with social commentary (rabbit/duck cartoon and Wings by Macklemore and Ryan Lewis).
• looking at 2.14 for historical context / social commentary that you need to have deeper understanding of MCS's and AM's messages - specifically paragraphs 6, 9-11
• Now, let's think about what parallels social conflicts seem to have, from time period to time period. Turn and talk on this...
• Which literary terms would you use to try to communicate these traits and characteristics?
  • Here is a HUGE list of them, to consider: https://owl.english.purdue.edu/owl/resource/575/1/
  • How does historical context and social commentary show up in The Crucible?
• Come choose one or two of the social conflicts on our sticky board to investigate, in terms of what we've learned