Tues. 10/11--The Joy Luck Club Socratic discussion (annotated article due along with 10 questions for the discussion; you should also prepare your book and print your scholar's journal)
Monday, October 10
LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop theme.
1.Opener—IAN: Construct a theme statement about The Joy Luck Club.
2.Participate in the mini-fish bowl discussion.
a.You will unite with a second Chinese family to form a group of 8-12 members.
b.Four members will participate at a time.
c.The remaining group members will watch and take notes over the discussion.
d.For 10-15 minute rotations, the fishbowl group will conduct a conversation in the style of a mah jong game.
e.The person in the east chair will ask a question to begin.
f.The participant in the south chair will respond to the question.
g.Once the answer has been given by the student in the south chair, any further discussion can be followed by the participant in the west chair and then the north chair.
h.After the question is successfully completed for the first question, the east chair participant will ask the next question. Discussion will follow through the same path as before until all participants have asked and answered questions.
3.Student-led work session: finalize Socratic seminar deliverables
a.Finish perfecting questions
b.Outline anticipated responses
c.Polish annotations on scholarly article
d.Prepare guide sheet
4.Closer—exit ticket—answer in writing one of the questions discussed in today’ fishbowls.
Tuesday, October 11
LG: Collaborate effectively in peer discussion. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
1.Opener—Gather materials for the discussion and position yourself to evaluate a speaker.
2.Discuss The Joy Luck Club in Socratic seminar groups
3.Closing--Reflect on your own performance in the discussion and extend your thinking. Students who have not discussed yet will plan their responses for tomorrow’s discussion.
Wednesday, October 12
LG: Collaborate effectively in peer discussion. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
1.Opener—Gather materials for the discussion and position yourself to evaluate a speaker.
2.Discuss The Joy Luck Club in Socratic seminar groups
3.Scholar’s Celebration of The Joy Luck Club
4.Closing--Reflect on your own performance in the discussion and extend your thinking.
Thursday, October 13
LG: Understand author’s rhetorical strategies in literary works, focusing on word choices and how they develop character and create meaning/theme. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop theme. ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
1.Opener—PSAT Writing Practice
2.Read “The Ballad of Mulan” and excerpts from Maxine Hong Kingston’s Woman Warrior, analyzing the character of Mulan and the thematic elements of each text.
3.Compare/contrast the representations of Chinese culture in both texts.
4.View scenes from Mulan: Rise of a Warrior, analyzing what is emphasized and what is absent from the film treatment of Mulan.
5.Closer—list evidence from the film to support analysis of comparison/contrast to the texts we have read.
Friday, October 14
LG: Compare film adaptations to primary sources, analyzing directors’ choices and the effects they have on an audience’s interpretation of theme. ELACC9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
- Opener—revisit yesterday’s list of evidence; anticipate additional comparisons with Disney’s Mulan.
- View scenes from Disney’s Mulan, analyzing what is emphasized and what is absent from the film treatment of Mulan.
- Closer—organize your evidence from both films to support analysis of comparison/contrast to the texts we have read.