Mrs. E. Rodriguez-Melad Humor & SatireA.P. Literature Waiting For Godot IntroductionLesson # 2 Day 1 Taught: Monday P4

01/11/15

Essential Question

How can an investigation of the humor & satire of a text aid us in finding the author's commentary on society?

Big Ideas Exploration of character in prose & drama in order to articulate how characterization can reveal themeAnalysis of speaker/voice in poetry to explore how patterns of language create meaning

Content/Teacher OrganizationWhy teach this topic?

During this unit students will review & explore critical thinking and analysis skills: Mood, humor, irony, satire, tone, theme, voice, commentary writing, stylistic maturity, timed writing

Real WorldApplication

This unit will introduce student to analysis regarding an investigation of Character, Speaker and Theme.

Writing from Sources (Shift 5)

Students will write about AP level text, using literary vocabulary in their responses to create effective analytical essays

Grouping

KimAbbiJoseMatSam

Simone

AkiaAleia

DesireAshleyJasmineAjalae

HungShanice

LilyCourtneyKendraAndrea

KiyonnaJosh

MichaelGabrielleWilliamVivian

Mary Alice

CynthiaJimmyKiara

DesiyahJude

Brandon

Essay Groups

A-MondayAndreaNilisaJimmyKendra

AbbiMary Alice

AkiaJoshHung

MichaelJasmine

B-Wednesday

KiyonnaMatthewGabrielleAshley

CourtneyDesireSimoneVivianAjalae

LilyBrandon

C-FridayShanice

KiaraSam

DesiyahJoseJude

KimberlyWilliamAleia

Cynthia

Agenda Aim/Do Now - 3-5 minActivity 1 –Intro Waiting for Godot– 15 minActivity 2 – Discussion on Paper– 15 minExit Entry – 2-3 min

Resources Materials:- iPads/Googledocs

Technology: PPT, iPads

Teacher Reflection

Lesson # 2 Day 1 Taught: Monday P4 01/11/15

CCLS # RL2 - 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.

RL2 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Student Objectives (SWBAT)

Analyze the opening scene of “Waiting for Godot” Begin to discuss the symbolism and meaning of the characters and story of

“Waiting for Godot”

Aim To what extent can social context and History aid in our deconstruction and understanding of a Satirical play?

Do Now/Warm-Up Review the first scene of the play with your group. What are your first impressions? Were you confused if so where?

Key Vocabulary Student Choice via novel

Roles Teacher will... Students will...

Activity 1 (WFGPPT)

RecallSkill/ConceptStrategic Thinking

Extended Thinking

-Go through the WFG ppt and background about Beckett and the play

- Take notes - Build their understanding of theatre of the absurd-Discuss any topics that strike them

Activity 2 (P-Disc)RecallSkill/ConceptStrategic ThinkingExtended Thinking

- Facilitate while students engage in a paper discussion about the text.

- take notes and provide feedback

AssessmentsRecallSkill/ConceptStrategic ThinkingExtended Thinking

In Class: (notebook) What key points have been

discussed in your Group? What questions where brought up?

Homework: : # 4 Due 1/13Read “The story of the good little boy” by Mark Twain in Bedford Pg. 615-618

Modifications Step by step breakdown of the assignment and groups have a heterogeneous balance.

Mrs. E. Rodriguez-Melad Humor & SatireA.P. Literature Quiz, “The story of the good little boy”Lesson # 2 Day 1 Taught: Tuesday P4

01/13/15

Essential Question

How can an investigation of the humor & satire of a text aid us in finding the author's commentary on society?

Big Ideas Exploration of character in prose & drama in order to articulate how characterization can reveal themeAnalysis of speaker/voice in poetry to explore how patterns of language create meaning

Content/Teacher OrganizationWhy teach this topic?

During this unit students will review & explore critical thinking and analysis skills: Mood, humor, irony, satire, tone, theme, voice, commentary writing, stylistic maturity, timed writing

Real WorldApplication

This unit will introduce student to analysis regarding an investigation of Character, Speaker and Theme.

Writing from Sources (Shift 5)

Students will write about AP level text, using literary vocabulary in their responses to create effective analytical essays

Grouping

KimAbbiJoseMatSam

Simone

AkiaAleia

DesireAshleyJasmineAjalae

HungShanice

LilyCourtneyKendraAndrea

KiyonnaJosh

MichaelGabrielleWilliamVivian

Mary Alice

CynthiaJimmyKiara

DesiyahJude

Brandon

Essay Groups

A-MondayAndreaNilisaJimmyKendra

AbbiMary Alice

AkiaJoshHung

MichaelJasmine

B-Wednesday

KiyonnaMatthewGabrielleAshley

CourtneyDesireSimoneVivianAjalae

LilyBrandon

C-FridayShanice

KiaraSam

DesiyahJoseJude

KimberlyWilliamAleia

Cynthia

Agenda Humor & Satire Quiz – 5-7 minAim/Do Now - 3-5 minActivity 1 –Vocabulary– 10 minActivity 2 – Multiple Choice– 10 minActivity 3 – Response Questions – 10 minExit Entry – 2-3 min

Resources Materials:- iPads, Quiz, Activity guide

Technology: iPads

Lesson # 2 Day 1 Taught: Tuesday P4 01/13/15

Teacher Reflection

CCLS # RL2 - 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.

RL2 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Student Objectives (SWBAT)

Analyze the humor & irony of “The Story of the Good Little Boy” Define key terms, answer AP level Multiple choice, and response questions Participate in a discussion about the themes and lessons in the story

Aim How does Mark Twain use humor and irony to create a satirical story?

Do Now/Warm-Up In 1-2 Sentence summarize “the story of the good little boy” ( Pair- Share)

Key Vocabulary On Activity Guide

Roles Teacher will... Students will...

Activity 1 (Vocab)RecallSkill/ConceptStrategic Thinking

Extended Thinking

-Walk about and ensure students have access to resource to complete task

- write out the word, context sentence, context definition, dictionary definition

Activity 2&3 (MC/SA

RecallSkill/ConceptStrategic ThinkingExtended Thinking

- Facilitate while students engage in complete AP style M.C. and response questions- facilitate a brief class discussion

- take notes and provide feedback

AssessmentsRecallSkill/ConceptStrategic ThinkingExtended Thinking

In Class: (notebook) What did you learn about humor

and satire through this short story?

Homework: : # 5 Due 1/16Write a well-developed paragraph answering the following prompt: Analyze Twain’s narrative voice in “The story of the good little boy” What does this voice reveal about the speaker? What does it conceal about his purposes in telling the story? Provide examples from the story to support you points.

Lesson # 2 Day 1 Taught: Tuesday P4 01/13/15

Modifications Step by step breakdown of the assignment and groups have a heterogeneous balance.

Name: _________________________________________________ “The Story of the Good Little Boy”

Aim: How does Mark Twain use humor and irony to create a satirical story?

Do Now: In 1-2 Sentence summarize “the story of the good little boy”

Activity # 1: Pick four of the following terms and write the word as written in the context of the story. Guess a definition based on the context and then look up the word and define. Each group member should be defining

different terms to share information after.

(Word) -

(Sentence)

(Definition Guess)

(Dictionary Definition)

(Word) -

(Sentence)

(Definition Guess)

(Dictionary Definition)

(Word) -

(Sentence)

(Definition Guess)

(Dictionary Definition)

(Word) -

(Sentence)

(Definition Guess)

(Dictionary Definition)

Play Hookey Organ-grinderAfflicted Extravagance Magnanimously Lath ConsumptionSupernaturally

Persecuted Imperishable Consternation Invariably Bellows DumbfoundedTract Admoish

Activity #2: Multiple Choice

Activity # 3: Response to meaning

1. Is Jocob Blivens truly a good little boy, or does he merely imitate good behavior? What does he seek?

2. Are good deeds and self graditification Christian values?

3. Is Jacob responsible for becoming obsessed with the idealized stories he has been given to read?

4. In Twain’s story, is public behavior (the behavior that guides the adult of the story) based on conscience thoughts?

Mrs. E. Rodriguez-Melad Humor & SatireA.P. Literature Kiss & Tell Timed Essay AssessmentLesson # 4 Day 1 Taught: Wednesday P4

01/14/15

Essential Question

How can an investigation of the humor & satire of a text aid us in finding the author's commentary on society?

Big Ideas Exploration of character in prose & drama in order to articulate how characterization can reveal themeAnalysis of speaker/voice in poetry to explore how patterns of language create meaning

Content/Teacher OrganizationWhy teach this topic?

During this unit students will review & explore critical thinking and analysis skills: Mood, humor, irony, satire, tone, theme, voice, commentary writing, stylistic maturity, timed writing

Real WorldApplication

This unit will introduce student to analysis regarding an investigation of Character, Speaker and Theme.

Writing from Sources (Shift 5)

Students will write about AP level text, using literary vocabulary in their responses to create effective analytical essays

Grouping

KimAbbiJoseMatSam

Simone

AkiaAleia

DesireAshleyJasmineAjalae

HungShanice

LilyCourtneyKendraAndrea

KiyonnaJosh

MichaelGabrielleWilliamVivian

Mary Alice

CynthiaJimmyKiara

DesiyahJude

Brandon

Essay Groups

A-MondayAndreaNilisaJimmyKendra

AbbiMary Alice

AkiaJoshHung

MichaelJasmine

B-Wednesday

KiyonnaMatthewGabrielleAshley

CourtneyDesireSimoneVivianAjalae

LilyBrandon

C-FridayShanice

KiaraSam

DesiyahJoseJude

KimberlyWilliamAleia

Cynthia

Agenda Aim/Do Now - 1-2 minActivity 1 –Timed Writing– 37 min

Resources Materials:- AP Prompt

Technology: N/A

Teacher Reflection

Lesson # 4 Day 1 Taught: Wednesday P4 01/14/15

CCLS # RL2 - 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.

RL2 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Student Objectives (SWBAT)

Analyze the humor & irony of “Kiss & Tell” Identify & analyze humor techniques, to answer AP Prompt Write and AP level essay

Aim How can practicing timed writing help us improve our ability to read, analyze and write well under pressure?

Do Now/Warm-Up Clear Desk, make sure you have a pen, pencil and/or highlighter

Key Vocabulary N/A

Roles Teacher will... Students will...

Activity 1 (Assess)

RecallSkill/ConceptStrategic Thinking

Extended Thinking

-Walk about and ensure students are working diligently.

- Read, analyze for comic effect and write and effective AP level essay.

AssessmentsRecallSkill/ConceptStrategic ThinkingExtended Thinking

In Class: (notebook) What did you learn about humor

and satire through this short story?

Homework: : # 5 Due 1/16Write a well-developed paragraph answering the following prompt: Analyze Twain’s narrative voice in “The story of the good little boy” What does this voice reveal about the speaker? What does it conceal about his purposes in telling the story? Provide examples from the story to support you points. *Use 5 of the new vocabulary words in your writing properly. Use 7-10 to get bonus points.

Modifications Step by step breakdown of the assignment and groups have a heterogeneous balance.

Mrs. E. Rodriguez-Melad Humor & SatireA.P. Literature Kiss & Tell Timed Essay AssessmentGYM NBA FIT DAY Taught: Thursday P4

01/15/15

Essential Question

How can an investigation of the humor & satire of a text aid us in finding the author's commentary on society?

Big Ideas Exploration of character in prose & drama in order to articulate how characterization can reveal themeAnalysis of speaker/voice in poetry to explore how patterns of language create meaning

Content/Teacher OrganizationWhy teach this topic?

During this unit students will review & explore critical thinking and analysis skills: Mood, humor, irony, satire, tone, theme, voice, commentary writing, stylistic maturity, timed writing

Real WorldApplication

This unit will introduce student to analysis regarding an investigation of Character, Speaker and Theme.

Writing from Sources (Shift 5)

Students will write about AP level text, using literary vocabulary in their responses to create effective analytical essays

Grouping

KimAbbiJoseMatSam

Simone

AkiaAleia

DesireAshleyJasmineAjalae

HungShanice

LilyCourtneyKendraAndrea

KiyonnaJosh

MichaelGabrielleWilliamVivian

Mary Alice

CynthiaJimmyKiara

DesiyahJude

Brandon

Essay Groups

A-MondayAndreaNilisaJimmyKendra

AbbiMary Alice

AkiaJoshHung

MichaelJasmine

B-Wednesday

KiyonnaMatthewGabrielleAshley

CourtneyDesireSimoneVivianAjalae

LilyBrandon

C-FridayShanice

KiaraSam

DesiyahJoseJude

KimberlyWilliamAleia

Cynthia

Agenda NBA Fit day - GYM

Resources N/A N/A

Teacher Reflection

GYM NBA FIT DAY Taught: Thursday P4 01/15/15

CCLS # N/A

Student Objectives (SWBAT)

N/A

Aim N/A

Do Now/Warm-Up N/A

Key Vocabulary N/A

Roles Teacher will... Students will...

Activity 1 (Assess)

RecallSkill/ConceptStrategic Thinking

Extended Thinking

N/A N/A

AssessmentsRecallSkill/ConceptStrategic ThinkingExtended Thinking

N/A Homework: : # 6 Due 1/20Kiss and Tell Activity Sheet with your essay

Modifications N/A

Mrs. E. Rodriguez-Melad Humor & SatireA.P. Literature Waiting For Godot Act I ReviewLesson # 5 Day 1 Taught: Friday P4

01/16/15

Essential Question

How can an investigation of the humor & satire of a text aid us in finding the author's commentary on society?

Big Ideas Exploration of character in prose & drama in order to articulate how characterization can reveal themeAnalysis of speaker/voice in poetry to explore how patterns of language create meaning

Content/Teacher OrganizationWhy teach this topic?

During this unit students will review & explore critical thinking and analysis skills: Mood, humor, irony, satire, tone, theme, voice, commentary writing, stylistic maturity, timed writing

Real WorldApplication

This unit will introduce student to analysis regarding an investigation of Character, Speaker and Theme.

Writing from Sources (Shift 5)

Students will write about AP level text, using literary vocabulary in their responses to create effective analytical essays

Grouping

KimAbbiJoseMatSam

Simone

AkiaAleia

DesireAshleyJasmineAjalae

HungShanice

LilyCourtneyKendraAndrea

KiyonnaJosh

MichaelGabrielleWilliamVivian

Mary Alice

CynthiaJimmyKiara

DesiyahJude

Brandon

Essay Groups

A-MondayAndreaNilisaJimmyKendra

AbbiMary Alice

AkiaJoshHung

MichaelJasmine

B-Wednesday

KiyonnaMatthewGabrielleAshley

CourtneyDesireSimoneVivianAjalae

LilyBrandon

C-FridayShanice

KiaraSam

DesiyahJoseJude

KimberlyWilliamAleia

Cynthia

Agenda Aim/Do Now - 3-5 minActivity 1 –Silent Discussion Review – 10 minActivity 2 – Close Reading & Discussion – 20 minExit Entry – 2-3 min (index card)

Resources Materials:- iPads/Googledocs

Technology: Ppt – Group info

Teacher Reflection

Lesson # 5 Day 1 Taught: Friday P4 01/16/15

CCLS # RL2 - 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.

RL2 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Student Objectives (SWBAT)

Analyze the Pozzo & Lucky scene of “Waiting for Godot” Discuss the symbolism and meaning of Pozzo & Lucky in story

Aim To what extent can social context and History aid in our deconstruction and understanding of a Satirical play?

Do Now/Warm-Up Recall when this play was written what was going on in the world at the time.

Key Vocabulary Student Choice via play

Roles Teacher will... Students will...

Activity 1 (Disc Rev)

RecallSkill/ConceptStrategic Thinking

Extended Thinking

-facilitate and ask guiding questions as student presentWhat could the tree symbolize? What do you think is the purpose of these similarities? & differences? What comment is Beckett making about society through the crucifixion discussion? Who is Godot to Gogo and Didi?

- present their silent discussion providing reasoning and textual evidence for their point- Other students will take notes.

Activity 2 (Cl-Read)

RecallSkill/ConceptStrategic ThinkingExtended Thinking

- walk about to access the discussion and guide back on track when needed through questioningWhat is the purpose of saying…? Why does it matter? What is going on in the world that could inspire that statement? How can you link this character to what was occurring? In what way to the represent something else?

- read and analyze their section of the text.- engage in a discussion to determine who Pozzo and Lucky represent and cite the text and social context to support their claim.

AssessmentsRecallSkill/ConceptStrategic ThinkingExtended Thinking

In Class: (notebook) Who do Lucky & Pozzo represent

in society? What comment is Becckett trying to make about what is going on in the world?

Homework: : # 5 Due 1/16Write a well-developed paragraph answering the following prompt: Analyze Twain’s narrative voice in “The story of the good little boy” What does this voice reveal about the speaker? What does it conceal about his purposes in telling the story? Provide examples from the story to support you points. *Use 5 of the new vocabulary words in your writing properly. Use 7-10 to get bonus points.

Modifications Step by step breakdown of the assignment and groups have a heterogeneous balance.