Read Chapter 8 in Behind the Beautiful Forevers

Learning Target:  I can respond in writing and through discussion to classmates' questions about Beloved. 

Find the person whose questions you answered and vice versa.  Exchange papers and read one another's responses.  

Homework:  Read and annotate Chapter 7 and complete the sheet below:

Behind The Beautiful Forevers Quote, Paraphrase, and Questions for chptrs 7    

Name: ____________________________ Period____

Read and annotate chapter 7 during class and then using your question stems handout from last week, complete this sheet (except for the response from classmate).   We will use these in class tomorrow.

Chapter 7 quote # 1

Direct Quote w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes):

Chapter 7 question # 2:

Direct Quote # 1 w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Behind The Beautiful Forevers Quote, Paraphrase, and Questions for chptrs 5 & 6      

Name: ____________________________ Period____

Read and annotate chapter 6 during class and then using your question stems handout from last week, complete this sheet (except for the response from classmate).  Place this in the cardboard box at the end of class.  No homework. We will use these in class tomorrow.

Chapter 5

Direct Quote w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes):

Chapter 6

Direct Quote # 1 w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Chapter  Direct Quote #2 w pg #:

Paraphrase:

Question:

Response from classmate (w/ embedded quotes)

Homework: Make sure that you have finished chapter 6 and the paraphrase and question sheet to be used in tomorrow's discussion.

Behind The Beautiful Forevers discussion questions

Instructions: Paraphrase a particularly challenging or compelling part of the text and then write a question using modified stems from Question Stems handout… examples below are from The Scarlet Letter by Nathaniel Hawthorne

Questioning

Before you can even get to a critical question, particularly with a challenging text, paraphrase a complex sentence/idea.

Find a challenging 1-3 sentence passage in your reading. Record the passage exactly. Then, summarize it.

Example…

The following passage is on page 33 of The Scarlet Letter  

Hawthorne: The founders of a new colony, whatever Utopia of human virtue and happiness they might originally project, have invariably recognized it among their earliest practical necessities to allot a portion of the virgin soil as a cemetery, and another portion as the site of a prison.”

Summarize the key points expressed above: The founders of new societies have always recognized that the practical demands of human civilization necessitate a plan to deal with death and criminals. Because no matter what their hopes and ideals might have been, the fact remains, human beings are mortal and flawed.

Going back to Hawthorne’s original wording, what key words within Hawthorne’s phrasing beg bigger questions, or seem to tease out bigger themes and questions about those themes?

For example, see the questions below, created with the use of question stems. It takes patience and practice and good thinking to come up with good questions. 

There are weak questions.

Here’s one:

· What are the strengths and weaknesses of Hawthorne’s description?

There are strong questions.  For example:

· What are the strengths and weaknesses of Hawthorne’s depiction of the founders of Utopian societies; is he dismissive of their utopian ideals or does he provide a useful reality check?

· Given Hawthorne’s claim, what seems to be his attitude about utopian thinkers and the founders who aimed to create Utopian societies?

·  What case can be made that “invariably” may be the most important word in the sentence?

Learning Target: I can research topics such as eunuchs and the caste system and use that knowledge to inform my understanding of characters and situations in Behind the Beautiful Forever.  

Activity 1: Write two paragraphs, one about what you learned about 1) eunuchs, specifically the hijra, and another about 2) the Indian caste system. Work together with your partner to decide what you are going to write for each paragraph, but each of you should actually handwrite one of each paragraphs.

3) In what ways might the young eunuch in chptr four be similar to other hijra? In what ways might he be unique Do you think he is honest and sincere or not?

4) Find at one passage in the text where the caste system clearly plays a role.  Write the page # and then explain how the caste system impacts that situation. 


Homework: Read chapter 5 (Ghost House) and using the question stems, write a discussion question per chapter for chapters 4 and 5 respectively. 

There are weak questions.

Here’s one:

· What are the strengths and weaknesses of Hawthorne’s description?

There are strong questions.  For example:

· What are the strengths and weaknesses of Hawthorne’s depiction of the founders of Utopian societies; is he dismissive of their utopian ideals or does he provide a useful reality check?

· Given Hawthorne’s claim, what seems to be his attitude about utopian thinkers and the founders who aimed to create Utopian societies?

·  What case can be made that “invariably” may be the most important word in the sentence?

Learning Target: I can read examples of student AP exam essays and reflect on strategies for writing an AP synthesis essay.

Activity 1: Review the AP Exam scoring

Activity 2: 15 minutes to read student examples; on your own essay, write the following at the top.  

My biggest challenge in writing the essay was...

A helpful new insight I gained after reading the student samples was...

Two strategies I might consider for reading and writing the next synthesis essay...


Homework: No new reading, but research Eunuchs on Wikipedia, especially focusing on Eunuchs in South Asia. Also, make sure you have carefully annotated chapters 3 (Sunil) and 4 (Manju) and read The Caste is Not Past on my blog link.  Write at least two questions in the margins of each chapter (about facts, character motivation, Indian culture, etc.)

Behind the Beautiful Forevers Chapter 3: Sunil

Learning Target: I can practice writing an AP synthesis essay.  

Class is in the DC today

Synthesis Essay 2011

Homework:  Read Chapter 4: Manju  and the New York Times Articles the Caste is not Past for Monday

Caste is not Past

Activities: These Birds Walk

Activities: Quiz on chptrs 1-2

Homework: 
Bring book tomorrow: in-class reading
Read and annotate Chapter 3, Sunil for Friday

Learning Target: I can quickly and efficiently summarize chapter 1 of Behind The Beautiful Forevers, supporting my summary with four short quotes embedded into the flow of my sentences.

Activity 1:  Quickly (12 minutes) and efficiently summarize chapter 1 of Behind The Beautiful Forevers, supporting your summary with four short quotes embedded into the flow of my sentences.

Activity  2 (12 minutes):  Exchange papers with your partner.  Read them.  Then discuss differences in summaries with one another.  What did your partner include that you did not?  What did you have that your partner did not?  Discuss any differences in interpretation or understanding of the facts or character psychological maek-up or motivation.  While you discuss differences and gaps, use it to fill in information in the margins of your respective papers.  There should be a decent amount of annotations in the margins of your paper.


Watch a portion of These Birds Walk

Homework: 
Read and annotate Chapter 2

Learning Target: I can work with a classmate to annotate for characters and setting in Behind The Beautiful Forevers.

Activity 1:  Three column journal. List of characters/relationship to other characters/key characteristics/details

Annotations 2: What is the setting? Time, place, physical and cultural characteristics. 

Watch a portion of These Birds Walk

Homework: 
Read and annotate Chapter 1: Annawadi.  Write QUESTIONS in the margin!

Learning Target: I can watch a documentary on a culture and experiences very different from my own in preparation for reading Behind The Beautiful Forevers.

Quickwrite 1:  What do you know about India and Pakistan?

Quickwrite 2: What do you think the phrase Behind the Beautiful Forevers could mean?  There are no right or wrong answers.


Watch a portion of These Birds Walk

While watching the movie, take notes on the lives of the characters and consider what you might do in their situation.

Also, pay attention to the rhetorical strategies employed by the filmmakers.  How do they present their subject? What is their point of view?
How do they highlight and emphasize certain content in order to achieve a certain purpose/argument?

Homework: 

For Thursday: Review LFBJ in prep for AP-style practice essay tomorrow in DC

For Friday: Review for LFBJ quiz; bring  

Learning Target: I can articulate King's arguments and prominent rhetorical elements and strategies he employs to make them.

Homework: 

• Tomorrow we will have a quiz on the content and rhetoric of LFBJ.
• Also, please bring Behind The Beautiful Forevers

• Thursday is the in-class AP rhetorical analysis essay for Letter from Birmingham Jail (you may use your annotated copy of Letter from Birmingham Jail).  We will be in DC-east.

Activity 1: 10 minutes to meet and make sure you can properly frame the debate between the clergymen and King (their particular objection to his approach and his counterargument). 

Activity 2: Presentations (5 mins each)


1) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

2) For each paragraph, which rhetorical strategies, appeals, and devices are most significant in King's argument?

6)Paragraphs 31-33; 
5) Paragraphs 34-36; 
4)Paragraphs 37-39; 
3)Paragraphs 40-41; 
2)paragraphs 42-43; 
1) Paragraphs 44-47;

Quiz tomorrow on content and rhetoric of LFBJ
Also, please bring Behind the Beautiful Forevers by Katherine Boo
Essay on Thursday

Learning Target: I can articulate King's arguments and prominent rhetorical elements and strategies he employs to make them.

Today, we will work on and then hear presentations on 30-47.


Reminder and note: 


The in-class AP rhetorical analysis essay for Letter from Birmingham Jail will be on Thursday (you may use your annotated copy of Letter from Birmingham Jail).  

Activity 3 (15 mins): Assign paragraphs according to groupings below.  Please prepare presentations which address the following for each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, which rhetorical strategies, appeals, and devices are most significant in King's argument?

1)Paragraphs 16-19; 
2) Paragraphs 20-21; 
3)Paragraphs 22-23; 
4)Paragraphs 24-25; 
5)paragraphs 26-27; 
6) Paragraphs 28-30; 1st period did not get to this.

Activity 4 (10 mins): Presentations (perhaps time for 2 or 3) 

Homework: Finish reading and annotating paragraphs 30-47 in MLK's Letter from Birmingham Jail. Annotate with the same focus we applied to preparing today's presentations. As you read and annotate, ask yourself the following about each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, what rhetorical strategies, appeals, and devices are most significant in King's argument?

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail (you may use your annotated copy of Letter from Birmingham Jail)

Tuesday: We will hear presentations on paragraphs 16-30 and on Wed  Thursday: Rhetorical Analysis and content quiz on LFBJ (50 points) 






Cancel 3/27 library or DC time
Find the articles and stuff that Aaron has sent

Learning Target: I can articulate King's arguments and prominent rhetorical elements and strategies he employs to make them.

Reminder and note: The in-class AP rhetorical analysis essay for Letter from Birmingham Jail will be on Thursday (you may use your annotated copy of Letter from Birmingham Jail).  

Activity 1 (10-15 mins): Finish yesterday's presentations (approx 4 minutes per presentation)

4)Paragraphs 9-11; 
5)paragraphs 12-13; 
6) Paragraphs 14-15;
Period 9: last two groups still have to present
Period 10: Last three groups still have to present

Activity 2 (6 mins):
mini-lesson on syntax in par 13

Syntax in Letter From Birmingham Jail: repetition, anaphora, loose and periodic sentences

Activity 3 (15 mins): Assign paragraphs according to groupings below.  Please prepare presentations which address the following for each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, which rhetorical strategies, appeals, and devices are most significant in King's argument?

1)Paragraphs 16-19; 
2) Paragraphs 20-21; 
3)Paragraphs 22-23; 
4)Paragraphs 24-25; 
5)paragraphs 26-27; 
6) Paragraphs 28-30; 1st period did not get to this.

Activity 4 (10 mins): Presentations (perhaps time for 2 or 3) 

Homework: Finish reading and annotating paragraphs 30-47 in MLK's Letter from Birmingham Jail. Annotate with the same focus we applied to preparing today's presentations. As you read and annotate, ask yourself the following about each paragraph:

1) In this paragraph(s), which argument/objection(s) voiced in the Public Statement is King responding to?

2) In a nutshell, what is King's response/counterargument? Condense it into a sentence or two.

3) For each paragraph, what rhetorical strategies, appeals, and devices are most significant in King's argument?

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail (you may use your annotated copy of Letter from Birmingham Jail)

Tuesday: We will hear presentations on paragraphs 16-30 and on Wed we will hear presentations on 30-47. Thursday: Rhetorical Analysis and content quiz on LFBJ (50 points) 

Learning Target: I can identify King's arguments as well as the rhetorical elements and strategies he employs to achieve his purposes.

New Seating Arrangement and chart

Activity 1: Discuss the arguments and rhetorical elements and strategies in each paragraph.

Some things to think about...

Although you have not yet read the entire letter, what do you believe to be King's overall purpose(s)?

What part of the Public Statement is King responding to in each paragraph?


Appeals...
Ethos, Logos, Pathos and authorities
 -  Consider ethos from two perspectives... The Good Man Speaking Well (i.e., the credibility of the author) and the author's appeal to the ethics of the audience.

Authorities...Allusions to authoritative sources or persons (e.g., Bible, Constitution, Abraham Lincoln, etc.)

Which appeals are most prominent in each paragraph (ethos, logos, pathos)?

How does King's word choice reflect and further his purposes in each paragraph?

Where do you see King using figurative language? What is the purpose and the effect?

Where do you see distinctive sentence and phrasing patterns?  What are their effects? How do they help MLK achieve his purpose?

Syntax in Letter From Birmingham Jail: Repetition, Anaphora, Loose and Periodic Sentences

Closely related to authorities...allusions...but not all allusions are to authorities...many are to current events, public figures, etc.

For an appeal to an authority to be effective, it must work for the intended audiences. Why do his appeals work for his audience?

Explain each allusion as best as you can from prior knowledge, research (with phones), or context.

Which allusions were slightly confusing or simply foreign to you, an unintended audience?

Where do you see transitions from one section/purpose of the letter to another? 

1)Paragraphs 1-3; 
2) Paragraphs 4-6; 
3)Paragraphs 7-8; 
4)Paragraphs 9-11; 
5)paragraphs 12-13; 
6) Paragraphs 14-15

15 minutes of research and then present to the class for 4 mins each Activity 2: Begin reading and annotating paragraphs 16-30 for tomorrow.

Homework: Finish reading and annotating paragraphs 16-30 in MLK's Letter from Birmingham Jail  

Annotate for King's arguments and points as well as the rhetorical strategies and elements he employs to achieve those strategies.

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail

Learning Target: I can identify King's arguments as well as the rhetorical elements and strategies he employs to achieve his purposes.

Overview of Social Justice Unit

Activity 1: What do you know about the Civil Rights Movement and Martin Luther King?

Activity 2: Begin reading and annotating the Public Statement by Eight Alabama Clergymen

Homework: Read and annotate paragraphs 1-15 MLK's Letter from Birmingham Jail  

Annotate for King's arguments and points as well as the rhetorical strategies and elements he employs to achieve those strategies.

Monday: In-class rhetorical analysis essay for Letter from Birmingham Jail