Wednesday, June 13

Objective: SWBAT identify one example of dramatic irony and one example of foreshadowing in Act 4 of "Romeo and Juliet."

Do-Now: Juliet now must either marry Paris or be turned out onto the streets. What do you predict she will do? Is there any way for her to still be with Romeo, or will she just have to give up? Explain.

Today: 1) Class will read Act 4, Scene 1. What is the Friar's plan for getting Juliet out of her marriage with Paris?

2) Class will read Act 4, Scene 2. How does this scene represent dramatic irony? Why does Juliet act this way towards her parents?

3) Class will read Act 4, Scene 3. What instances of foreshadowing are present in this scene?

4) Continue watching "Romeo and Juliet"

5) Juliet's Goodbye Letter: Juliet is worried that she might not wake up after taking the Friar's potion. Pretend you are Juliet and compose a goodbye letter to everyone just in case you don't wake up. This letter can address Romeo, your parents, the Nurse, the Friar, Paris or anyone else you feel Juliet would want to say a few last words to in case she dies. Your letter should be about 15-20 complete sentences.

Exit Slip: Give one example of dramatic irony and one example of foreshadowing from this Act and explain how it represents dramatic irony and situational irony.

Homework: Finish your letter.

Tuesday, June 12

Objective: SWBAT characterize Lord and Lady Capulet based on their treatment of Juliet and explain how they add further complications to the plot.

Do-Now: Do you agree with Romeo and Juliet that banishment is worse than death? Why or why not? Would you rather be killed or never allowed to return to Philly ever again? Explain.

Today: 1) Class will read Act 3, Scene 5. Why are Juliet's parents forcing her to marry? What does this show you about them? How are they causing further complications for the couple?

2) Class will continue watching "Romeo and Juliet."

3) Advice Letter: The Nurse who, up until now, has supported Romeo and Juliet's marriage, advises Juliet to forget about Romeo and marry Paris. What would YOU advise Juliet to do now that her husband has been banished and her parents want her to marry someone else? Compose a letter to Juliet in which you give her advice on what to do and explain WHY she should follow your advice. Your letter should be AT LEAST TEN complete sentences.

Exit Slip: How would you describe Lord and Lady Capulet based on their treatment on Juliet? Do you believe they are being good parents to her? Why or why not?

Friday, June 8

Objective: SWBAT find TWO examples of dramatic irony in Act 3, Scenes 2-4 of "Romeo and Juliet."

Do-Now: Do you believe "banishment" is an appropriate punishment for Romeo? Explain why or why not. If you were the Prince, how might you have punished Romeo for killing Tybalt? Consider the following: Tybalt killed Mercutio by accident, but Romeo killed Tybalt on purpose. The punishment for Tybalt's crime of killing Mercutio would be death and Romeo's act of killing Tybalt carried out that punishment.

Today: 1) Class will read Act 3, Scene 2. How does this scene represent dramatic irony? What situational irony is present in this scene?

2) Class will read Act 3, Scene 3. Why is Romeo so upset with his banishment? Why does he consider his banishment worse than death?

3) Students will read Act 3, Scene 4. How does this scene represent dramatic irony? How will the events in this scene cause further complications for Romeo and Juliet?

Homework: People's Court: Building upon your journal response, you will choose to either prosecute or defend Romeo. As a prosecuter, you will gather evidence from the text and explain how this evidence proves that Romeo is guilty of murder and deserves to be punished. As a defender, you will gather evidence from the text and explain how this evidence proves Romeo is not as fault for Tybalt's death and should be free from any punishment. You should provide at least THREE pieces of evidence to defend your case. Be sure to include the line(s) of text from the play, the page number, and an explanation of how the line(s) proves Romeo's guilt or innocence.

Exit Slip: Give TWO examples of dramatic irony from today's reading and explain how they represent dramatic irony.

Thursday, June 7

Objective: SWBAT explain how Act 3, Scene 1 of "Romeo & Juliet" acts as the play's climax.

Do-Now: Romeo and Juliet are now married, but we know from the prologue to the play that their marriage is doomed. What may happen during the rest of the play which might cause problems for the two of them? (Hint: Think of events which have occurred earlier in the play)

Today: 1) Class will review Act 1 and 2

2) Class will read Act 3, Scene 1. How do these events in this scene cause a change in the direction of the play? How do the events cause problems for Romeo and Juliet?

3) Class will continue to watch "Romeo and Juliet"

Wednesday, June 6

Objective: SWBAT describe how the minor characters, the Friar and the Nurse, act as catalysts to drive the action in the play forward.

Do-Now: The Friar and the Nurse are both helping Romeo and Juliet marry behind their parents' backs. Romeo and Juliet are young (and stupid) and their actions can be justified by their immaturity. However, the Friar and Nurse are grown adults. Why are they allowing Romeo and Juliet to marry, even though they are old enough (and mature enough) to know it's wrong? What does this show you about the Friar and the Nurse?

Today: 1) Class will read Act 2, Scene 5 and Act 2, Scene 6. How do the Friar and the Nurse further serve to drive the action of the play forward?


Exit Slip: How are the Nurse and the Friar helping to move the action in the play along? Do you believe Romeo and Juliet would have been able to successfully communicate with each other and marry each other had it not been for these two minor characters?

Tuesday, June 5

Objective: SWBAT describe how the minor characters, The Friar and the Nurse, act as catalysts to drive the action in the play forward.

Do-Now: Romeo and Juliet just met and they are already planning on getting married. How long do you think you should know someone before you marry them? Why?

Today: 1) Class will read Act 2, Scene 3. How does the Friar react to Romeo's change of heart?

2) Class will read Act 2, Scene 4. What warning does the Nurse give to Romeo?

Exit Slip: What do both the Friar and the Nurse do to help move Romeo and Juliet's relationship forward? Would Romeo and Juliet be able to accomplish their marriage without the help of these two characters? Explain.

Monday, June 4

Objective: SWBAT create a modernized version of the balcony scene from "Romeo and Juliet."

Do-Now: Do you believe that Romeo and Juliet are truly in love?  Why or why not?  Explain.

Today: 1) Class will read the prologue for Act 2.  What is Shakespeare reminding us of in this prologue?

2) Class will read Act 2, Scene 1.  Where do Romeo's friends believe he has gone?

3) Class will read Act 2, Scene 2.  What are Romeo and Juliet's plans?

4) Balcony Scene Reboot: Pretend Romeo and Juliet met at a party in today and decided to exchange cell phone numbers. Instead of visiting Juliet's balcony, Romeo decides to profess his love to Juliet and ask her to marry him via text. Re-write the balcony scene using text messages between Romeo and Juliet. Your scene should be at least two pages long and can be written similar to a play with each character's name written before his/her text and a space in between each separate text. Keep in mind that text messages are usually short and limited to about 150 characters. Feel free to use modern language, abbreviations and emoticons.

Homework: Finish "Balcony Scene Reboot"

Friday, June 1

Objective: SWBAT decribe how the meeting of Romeo and Juliet represents situational irony.

Do-Now: Do you believe in love at first sight?  Explain why or why not.

Today: 1) Class will read Act 1, Scene 4.  Why is Romeo hesitant to go to the Capulet party?  What instance of foreshadowing do we see here?

2) Class will read Act 1, Scene 5.  Why is Tybalt upset with Romeo's presence at the party?  What does he threaten?  How might this threat come into play later on?

Exit Slip: Do you find Romeo and Juliet's love at first sight believeable?  Do you believe they are truly in love, or is there some other reason they are drawn to each other?  Explain.

Homework:  Party Scene Re-Write: In Act 1, Scene 5, Romeo (who is already in love with Rosaline) meets Juliet (who is supposed to marry Paris). The two instantly fall in love with each other and forget about Rosaline and Paris. There are also several other elements in this scene that seem unrealistic: Romeo being able to sneak into his enemy's party, Lord Capulet allowing Romeo to stay, Tybalt agreeing to leave Romeo alone, etc. How might this scene have played out differently in real life? Write your own, more realistic version of this scene changing any elements you wish to make the scene more believable. You may choose to make your scene humorous or serious (humorous is preferred) and may make the outcome of the scene different (for example, Juliet rejects Romeo and leaves with Paris). Your scene re-write should be written in play format and should be at least TWO pages long.

Thursday, May 31

Objective: SWBAT identify TWO major events in Act 1 of "Romeo & Juliet" and describe how these events could potentially cause complications for the protagonists later in the play.

Do-Now: In the United States, the average ages for marriage are 26 for women and 28 for men. At what age do you believe a person should get married? Why do you believe this? Do you believe men and women should marry at different ages? Why or why not? What qualifies a person as "ready" to get married?

Today: 1) Finish Act 1, Scene 1.  Why is Romeo so upset?  How will this change in the near future?

2) Class will read Act 1, Scenes 2 and 3.  What has occurred during these scenes that may cause complications for Romeo and Juliet later in the play?

Exit Slip: Romeo is in love with Rosaline and Juliet is being sought after by Paris, yet we know that Romeo and Juliet will end up together.  Based on what you know about each of the two characters, why might they both change their minds about the people they're supposed to be with and end up with each other?  Explain.

Wednesday, May 30

Objective: SWBAT identify TWO of the main conflicts in Act 1, Scene 1 of "Romeo and Juliet."

Do-Now: What have we learned from reading the prologue of "Romeo and Juliet?"  (Who are Romeo and Juliet?  What is going to happen to them in the play?  What will happen to their families?)

Today: 1) Class will read Act 1, Scene 1 of "Romeo and Juliet."  What conflicts are presented to us in this scene?

Exit Slip:  Describe TWO main conflicts given to us in Act 1, Scene 1 of "Romeo and Juliet."

Tuesday, May 29

Objective: SWBAT analyze the Prologue of "Romeo and Juliet" and create their own sonnets.

Do-Now: Recall famous sets of enemies that have fought in the past (or are still fighting.) Why were these enemies fighting? What occured as a result of their fighting? Was there conflict ever resolved? Explain.

Today: 1) Class will review Shakespearean Tragedy: What common elements do all Shakespearean tragedies have?

2) Class will examine the Prologue of "Romeo and Juliet." How does the prologue act as a brief summary of the play? How do we already know the outcome of the play before we begin to read it?

3) Sonnet Writing: How to write a Shakespearean Sonnet.

Exit Slip: What do we learn about the events in the play by reading the Prologue?

Homework: Finish sonnet.

Friday, May 25

Objective: SWBAT evaluate the conclusion of “Annie John.”

Do-Now: Recall some of the places Annie sees as she walks to the Jetty.  What does she remember about these places?

Today: 1) Class will finish reading "A Walk to the Jetty"

2) Class will finish completing questions for "A Walk to the Jetty"

Exit Slip: What are your reactions to the ending of "Annie John?"  Why do you believe the author ends the book with Annie leaving?  Why don't we learn anything about what happens to Annie after she leaves Antigua?  If you were the author, how might you have changed the ending?

Thursday, May 24

Objective: SWBAT evaluate the conclusion of “Annie John.”

Do-Now: How did Annie change as a result of her illness?  How might this change affect her during the final chapter of the book?  What do you predict Annie might now do?

Today: 1) Class will review chapters 1-7, focusing on the changes Annie has gone through as she has aged.

2) Class will begin to read Chapter #8: A Walk to the Jetty.  What does Annie reflect on during her last day on the island?

3) Students will continue reading Chapter #8, focusing on how the story’s lose ends are being wrapped up in the final chapter.

4) Students will begin questions for the first half of Chapter #8.

Exit Slip: Describe Annie’s last day on the island.  What does she do?  Who does she visit?  How are these events significant?

Wednesday, May 23

Objective: SWBAT describe how Annie’s character is changed by her illness.

Do-Now: How are Annie's parents treating her now that she's sick? (Give specific examples)  Is their treatment of Annie similar/different than your parents' treatment of you when you are sick?  Explain.

Today: 1) Class will continue to read "The Long Rain."

2) Class will continue to complete review questions for "The Long Rain."

Exit Slip: How did Annie’s illness change her physically, mentally, and emotionally? Explain.

Homework: Finish reading "The Long Rain" and complete the review questions for the chapter.

Tuesday, May 22

Objective: SWBAT describe how Annie’s character is changed by her illness.

Do-Now: Who takes care of you when you are sick?  Do you believe getting cared for by a friend/family members helps you recover more quickly?  What affect can being sick have on your life once you are better?

Today: 1) Class will begin to read chapter #7: “The Long Rain,” focusing on how Annie is taken care of during her illness.

2) Class will begin completing questions for "The Long Rain."

Friday, May 18

Objective: SWBAT describe how Annie's relationships with both her mother and Gwen are changing.

Do-Now: Describe the incident from Annie's childhood where Mineu almost died.

Today: 1) Class will continue to read "Somewhere, Belgium."

2) Class will continue to complete review questions for "Somewhere, Belgium."

Exit Slip: Describe the confrontation between Annie and her mother at the end of the chapter.  How does Annie react to being called a slut?

Homework: Finish reading "Somewhere, Belgium" and complete the review questions.

Thursday, May 16

Objective: SWBAT describe how Annie's relationships with both her mother and Gwen are changing.

Do-Now: What are the causes behind Annie and Gwen's deteriorating friendship?

Today: 1) Class will continue to read "Somewhere, Belgium."

2) Class will continue to complete review questions for "Somewhere, Belgium."

Wednesday, May 16

Objective: SWBAT describe the events which cause Annie to become more distant from both her mother and Gwen.

Do-Now: Think of someone who you were once good friends with who you don’t  hang out with any more.  Why did you stop spending time with this person?  What caused the relationship between the two of you to change?

Today: 1) Class will begin to read chapter #6: “Somewhere, Belgium,” focusing on how Annie and Gwen’s friendship is beginning to fall apart.

2) Students will begin review questions for chapter #6.

Exit Slip: Describe what caused Annie to distance herself from Gwen.  From her mother?

Tuesday, May 15

Objective: SWBAT characterize Annie based on her actions/thoughts in school.

Do-Now: If you were a student in Annie's class, where do you believe you would be sitting and why?  (Remember, the prefect sits in the front and the dunce sits in the back.)  Do you feel this seating arrangement allows for effective teaching and learning?  Explain why or why not.  (When you are done writing, move your seat to where you believe you would have been in Annie's class.)

Today: 1) Class will review the first half of "Columbus in Chains."

2) Class will continue reading "Columbus in Chains" and continue completing the review questions for the chapter.

Exit Slip: Annie enjoys seeing Columbus in chains.  Have you ever enjoyed seeing a famous person suffer punishment?  Explain.

Homework: Finish reading and completing questions for "Columbus in Chains."

Monday, May 14

Objective: SWBAT characterize Annie based on her actions/thoughts in school.

Do-Now: How do you act in school?  Do you behave or misbehave?  Do you complete all your work?  Do you get high grades or low grades?  Describe yourself as a student.

Today: 1) Class will begin to read chapter #5 : “Columbus in Chains,” discussing Annie’s role as a student.

2) Students will finish reading chapter #5, characterizing Annie based on her actions and inner thoughts.

3) Students will begin review questions for chapter #5.

Exit Slip: How are you similar to Annie as a student?  How are you different?  Explain.

Friday, May 11

Objective: SWBAT describe the effects the Red Girl has on Annie’s personality and actions.

Do-Now: Do you feel your friends have a big influence on you?  Do you have an influence on them?  Have you ever had a friend become a bad influence on you?  Have you ever been a bad influence on a friend?  Explain.

Today: 1) Class will begin reading Chapter #4, examining how the Red Girl is becoming a bad influence on Annie.

2) Class will begin completing questions for Chapter #4.

Exit Slip: Describe at least TWO ways the Red Girl has had a negative effect on Annie?

Homework: Finish reading "The Red Girl" and complete questions for "The Red Girl"

Thursday, May 10

Objective: SWBAT describe how Annie uses her friends and success at school to replace her mother’s friendship.

Do-Now: Recall your childhood best friend.  Who was he/she?  How did you meet him/her?  What was he/she like?  Are the two of you still friends?  If not, why did the two of you fall apart? 

Today: 1) Class will continue reading "Gwen"

2) Class will finish completing questions for "Gwen"

Homework: Finish reading "Gwen" and complete questions for "Gwen"

Wednesday, May 9

Objective: SWBAT describe how Annie uses her friends and success at school to replace her mother’s friendship.

Do-Now: Recall your first day at this school.  What was it like?  How did it feel to be at a new school with new students and teachers you didn't know?  Were you nervous, scared, excited, etc?  Explain.

Today: 1) Class will begin to read "Gwen" from "Annie John."  How does Annie's schoolwork become her main focus in this chapter?

2) Students will begin completing questions for "Gwen."

Exit Slip: How have Annie’s friends and success at school replaced the friendship she once had with her mother?  Give examples to support your answer.

Tuesday, May 8

Objective: SWBAT describe how Annie’s relationship with her mother changes as Annie grows up.

Do-Now: Describe Annie's relationship with her mother as it stands in the beginning of the chapter.  Why does Annie admire her mother?  Why do other women envy her mother?  Explain.

Today: 1) Review the first part of "The Circling Hand"

2) Continue reading "The Circling Hand" and completing questions for the chapter.

Exit Slip: How has the relationship between Annie and her mother begun to change? Explain.

Homework: Finish reading "The Circling Hand" and complete the questions for the chapter.

Monday, May 7

Objective: SWBAT describe how Annie’s relationship with her mother changes as Annie grows up.

Do-Now: Why do some children grow apart from their parents as they get older?  Do you feel you have grown closer to your parents as you’ve aged or have you grown apart from them?  Explain.

Today: 1) Class will begin to read Chapter #2, examining how the relationship between Annie and her mother begins to change.

2) Begin completing questions for Chapter #2.

Friday, May 4

Objective: SWBAT describe how death can be viewed as a symbol in the first chapter of “Annie John.”

Do-Now: Why do you believe Annie seems obsessed with death in this chapter?  Why is she excited when a girl in her school dies?  Why do she enjoy attending funerals of people she doesn't know?  What do Annie's actions in this chapter show you about her?

Today: 1) Class will finish reading "Figures in the Distance" from "Annie John."

2) Students will complete questions for "Figures in the Distance."

Exit Slip: Death is a common theme/symbol in this chapter.  What do you believe death might symbolize (represent) to Annie?  How is death used as a theme in this chapter?

Thursday, May 3

Objective: SWBAT describe how death can be viewed as a symbol in the first chapter of “Annie John.”

Do-Now: Why do you believe Annie enjoys watching the graveyard every day?  Why does she have an interest in death?  Were you facinated by death as a child?  Explain.

Today: 1) Class will continue reading Chapter #1 of "Annie John"

2) Class will continue completing questions for "Annie John"

Wednesday, May 2

Objective: SWBAT describe how death can be viewed as a symbol in the first chapter of “Annie John.”

Do-Now: Why are some people scared of death? Why are others fascinated by it? How do you feel about death? Explain.

Today: 1) Class will begin to read Chapter #1 of “Annie John” examining how death is used as a symbol throughout the chapter.

2) Class will begin completing questions for Chapter #1 of "Annie John"

Tuesday, May 1

Objective: SWBAT complete a FIVE question  Anticipation Guide for “Annie John” and discuss their answers with the class.

Do-Now: Complete the Anticipation Guide for “Annie John.”

Today: 1) Discuss/debate Anticipation Guide for "Annie John" 

2) Begin reading "Annie John" Chapter #1

3) Begin completing questions for Chapter #1

Exit Slip: Based on the Anticipation Guide you completed in class today, what do you predict may happen in the book?

Homework: Choose one of the statements from the Anticipation Guide which you felt the most strongly about and write a paragraph going into more detail about why you agreed/disagreed with it. Use examples from your own life to support your reasoning.

Monday, April 30

Objective: SWBAT compare a book to the film version of the book.

Do-Now: What other differences have you noticed between the book and the movie?  Have there been any changes that you don't agree with?  Do you feel the movie is remaining true to the story?  Explain.

Today: Finish watching "Their Eyes Were Watching God"

Exit Slip: Which did you enjoy more---the book or the movie?  Why?  Which of the two do you believe told a better story?  Explain.

Friday, April 27

Objective: SWBAT compare a book to the film version of the book.

Do-Now: What is your opinion of the director's casting choices in the film version of "Their Eyes Were Watching God?"  If you were the director, which actors/actresses would you have cast to play each of the major roles?

Today: Continue watching "Their Eyes Were Watching God"

Thursday, April 26

Objective: SWBAT compare a book to a film based on the book.

Do-Now: How does the film version of "Their Eyes Were Watching God" compare to the book? What similarities/differences have you noticed so far?

Today: Continue watching "Their Eyes Were Watching God"

Wednesday, April 25

Objective: SWBAT compare a book to a film based on the book.

Do-Now: Recall a movie you've seen based on a book you've read.  Which did you enjoy more--the book or the movie?  Why?  In general, which do you enjoy more--watching movies or reading?  Explain.

Today: 1) Begin watching "Their Eyes Were Watching God"

Monday, April 23

Objective: SWBAT to compare the life of an author to the author’s novel.

Do-Now: Do you believe Janie should be held responsible for Tea Cake's death? Why or why not? Explain. Consider the following: Janie acted in self-defense. Janie refused to put Tea Cake in a hospital when the doctor told her to. Janie knew Tea Cake had bullets in his revolver, but didn't take them out. Janie purposely kept shells for the shotgun in her apron.

Today: 1) Class will begin reading a brief article about the author, looking for ties between her life and her work.

2) Students will finish reading the article comparing/contrasting the author’s life and her novel.

3) Students will begin filling out a VENN diagram comparing the life of the author to Janie's life.

Exit Slip: Based on what you now know of the author, how do you feel her life influenced/inspired her book?  Explain.

Friday, April 20

Objective: SWBAT evaluate the conclusion of a story and describe the story’s theme.

Do-Now: Now that Tea Cake is gone, what do you believe Janie will do?  Where will she go?  What does she have left now?  How might she try to start a new life for herself?  Explain.

Today: 1) Class will finish reading Chapter #19.  What occurs during Janie's trial?  Is she treated fairly?

2) Class will begin reading the final chapter of the book, focusing on how Tea Cake’s death has affected Janie.

Homework: Epilogue: Finish reading Chapter 20 and compose an epilogue explaining what happens to Janie after the end of the book.  Your piece should be a minimum of TWENTY sentences long and can include characters already present in the book as well as characters you create.  This assignment is due MONDAY, April 23, however, if you turn it in on Friday, April 20, you will receive 10 extra credit points.

Thursday, April 19

Objective: SWBAT explain how TWO events in a chapter represent situational irony.

Do-Now: What do you believe is wrong with Tea Cake? What may have happened to him during the flood that could be causing his strange illness?

Today: 1) Review first half of Chapter #19.  Review situational irony.  What has occurred so far in Chapter #19 which could be considered situational irony?

2) Class will finish reading Chapter #19.  What is really wrong with Tea Cake?  What, ultimately, happens to Tea Cake?  How is this ironic based on how he got sick in the first place?

3) Class will continue completing questions for Chapter #19.

Exit Slip: Why didn’t Janie take the bullets out of Tea Cake’s gun when she had the chance to?  Do you believe she intended to kill Tea Cake?  What would have been her motive for killing him?  Explain.

Homework: Finish Chapter #19

Wednesday, April 18

Objective: SWBAT explain how TWO events in a chapter represent situational irony.

Do-Now: What affects do you believe the hurricane will have on Janie and Tea Cake?  Will they ever be able to recovery physically?  Financially?  Emotionally?  Explain.

Today: 1) Class will being to read Chapter #19.  What effect has the hurricane had on Tea Cake and Janie? 

2) Class will continue reading Chapter #19.  What appears to be happening to Tea Cake?

3) Class will begin completing questions for Chapter #19

Tuesday, April 17

Objective: SWBAT describe how a chapter from a story represents an allusion.  SWBAT plot the events of a chapter on a timeline.

Do-Now: Recall the natural disasters which have occurred all over the world in the past year (hurricanes, tsunamis, earthquakes, etc.)  How do these disasters affect people’s lives?  Do you feel a person can ever really recover (both physically and emotionally) from a natural disaster?

Today: 1) Introduce Allusion

2) Class will begin to read Chapter #18.  How can the hurricane and flooding represent an allusion to the Bible?

3) Students will finish reading Chapter #18, focusing on the sequence of events as the hurricane reaches Janie and Tea Cake and the two of them decide to flee.

4) Students will fill out a timeline including the major events of the flood.

Exit Slip: How does the flood Janie and Tea Cake experience represent an allusion to the Great Flood?  Explain.

Homework: Finish reading Chapter #18 and complete timeline.

Friday, April 13

Objective: SWBAT explain how minor characters are used in a story to create conflicts for the story’s major characters.

Do-Now: What do you believe is Tea Cake’s real reason for not wanting Janie to spend time with Mrs. Turner?  Explain.

Today: 1) Class will begin to read Chapter #17, focusing on the new conflicts that arise due to Mrs. Turner.

2) Students will finish reading Chapter #17, looking for additional conflicts caused by Mrs. Turner.

3) Class will discuss Chapter #17 and predict how Janie and Tea Cake’s problems with Mrs. Turner may be resolved.

Exit Slip: Why do you believe Tea Cake was willing to help Mrs. Turner, even though he didn’t like her?  What does this show you about Tea Cake?

Homework: Finish questions for Chapter #17

Thursday, April 12

Objective: SWBAT explain how minor characters are used in a story to create conflicts for the story’s major characters.

Do-Now: Would you become jealous if your boyfriend/girlfriend was spending a lot of time with a friend of the opposite sex?  Explain why or why not.

Today: 1) Class will read Chapter #15, focusing on the growing jealousy Janie has with Nunkie.

2) Students will begin to read Chapter #16, focusing on the minor character, Mrs. Turner and how she creates conflict for Janie and Tea Cake.

3) Class will discuss Chapter #16 and Tea Cake’s attempt to separate Janie and Mrs. Turner.

Exit Slip: Do you believe Tea Cake’s story about Nunkie?  Do you feel Janie truly believes him?  What would lead her to believe he was lying?

Homework: Complete questions for Chapter #16

Wednesday, April 11

Objective: SWBAT compare/contrast Janie’s life with Tea Cake to her previous life with Jody.

Do-Now: Do you believe that money can buy happiness or can a person be broke and still be happy?  Explain.

Today: 1) Class will begin to read Chapter #14.  Describe Janie’s new life with Tea Cake.

2) Students will finish reading Chapter #14.  How is it ironic that Janie is now working class?  How is it ironic that she is actually happier now than when she was rich?

3) Students will begin questions for Chapter #14.

Exit Slip: Describe how Janie’s life with Tea Cake is different from her life with Jody.  Why is she happier now, even though she works harder and has less money?

Homework: Finish questions for Chapter #14

Tuesday, April 10

Objective: SWBAT describe how two instances in a chapter represent situational irony.  SWBAT characterize Tea Cake based on his actions and treatment of Janie.

Do-Now: If you were Janie, would you trust Tea Cake?  What does Janie have to lose if Tea Cake turns out to be dishonest?  Was does she have to gain if Tea Cake turns out to be honest?

Today: 1) Review situational irony and characterization.  How would you characterize Tea Cake?

2) Class will being reading Chapter #13.  How does Tea Cake’s disappearance and reappearance represent situational irony?

3) Students will finish reading Chapter #13.  Describe Tea Cake’s character. 

4) Students will begin answering questions for Chapter #13.

Exit Slip: Was Tea Cake right to take Janie’s money without asking, even though he ended up paying her back in the end?  Can Tea Cake be trusted or will he ultimately run off with Janie’s money?

Homework: Finish questions for Chapter #13

Monday, April 9

Objective: SWBAT describe how Janie is using Tea Cake to rebel against Granny and Jody.  SWBAT describe how Janie’s choices have caused her own downfall.

Do-Now: Do you believe Tea Cake is a good match for Janie?  Do you feel she will truly be happy with him?  Does Tea Cake really care about Janie or is he just after her money?

Today: 1) Class will begin to read, Chapter #12.  Why does Pheoby warn Janie about Tea Cake?

2) Students will finish reading Chapter #12.  What are Janie’s plans with Tea Cake?

Exit Slip: What are your reactions to Janie’s plan with Tea Cake?  Do you think she is making the right choice by following her heart, or will she only end up being hurt again?

Homework: Compose a letter from Phoeby to Janie explaining why Phoeby doesn't feel it's a good idea for Janie to continue her relationship with Tea Cake.  Also, explain why Phoeby feels Janie needs to be careful with Tea Cake.  Your letter should be at least TEN complete sentences and include examples from the book.

Friday, March 30

Objective: SWBAT to characterize Tea Cake based on his actions and dialogue.  SWBAT compare Tea Cake’s treatment of Janie to Logan and Jody’s treatment of her.

Do-Now: Describe Tea Cake.  How is he similar to the other two men Janie has had in her life?  How is he different?  Do you think Janie has finally met her match?  Explain.

Today: 1) Review characterization: direct vs. indirect

2) Class will begin to read Chapter #11 and characterize Tea Cake based on his actions and dialogue.

3) Students will finish reading Chapter #11, focusing on how Tea Cake’s treatment of Janie is similar/different from her past suitors.

4) Students will begin questions for Chapter #11.

Exit Slip: How is Tea Cake different from the other men Janie has had in her life?  How does he treat her differently?  How does she act differently around him?  Explain.

Homework: Finish questions for Chapter #11

Thursday, March 29

Objective: SWBAT describe how a scene from the middle of a book parallels a scene from the beginning of the book.  SWBAT list a character’s core values and explain how they have remained constant throughout the story.

Do-Now: Do you believe people are able to change or are they doomed to stay the same?  Why do some people keep making the same mistakes over and over again?  Why do they fail to learn from their mistakes, even after making the same mistake several times?  Have you ever been guilty of making the same mistake more than once?

Today: 1) Class will being reading Chapter #10, focusing on the introduction of Janie’s new love interest, Tea Cake.  How does her meeting a Tea Cake resemble her meeting of Jody in the beginning of the book?  How is Janie falling for the same attributes in Tea Cake that she fell for in Jody?

2) Students will finish reading Chapter #10.  How is Tea Cake similar to Jody?  How is he different?  Based on what has happened to Janie in her past, why do you believe she is attracted to Tea Cake?

3) Complete a VENN diagram comparing/contrasting Tea Cake and Jody.  Your diagram should include THREE similarities, THREE elements which are only true for Tea Cake, and THREE elements which are only true for Jody.

Exit Slip: Explain how Janie’s meeting of Tea Cake resembles her prior meeting of Jody.  How do the two scenes resemble one another?  How do the two men resemble one another?

Homework: Finish your VENN diagram

Wednesday, March 28

Objective: SWBAT describe how Janie’s character changes after Jody’s death and identify possible causes for these changes.

Do-Now: Now that Jody has died, Janie is finally free from him.  NOW will she finally be happy?  Why might she still have unhappiness in her life?  Can a woman like Janie ever really be happy?  Explain.

Today: 1) How has Janie changed since the beginning of the book?

2) Class will begin to read, Chapter #9, focusing on Janie’s period of mourning after Jody’s death.  How has Jody’s death changed Janie’s character?

3) Students will finish reading Chapter #9, focusing on Janie coming out of her period of mourning.  Why does Janie seem to have no interest in remarrying?

4) Begin answering questions for Chapter #9.

Exit Slip: Why do you believe Janie doesn’t wish to get re-married?  If you were Janie, would you get re-married or would you remain single?  Explain.

Homework: Finish questions for Chapter #9.

Tuesday, March 27

Objective: SWBAT identify two of a Janie’s main conflicts and explain how those conflicts are resolved by Jody’s death.

Do-Now: If you have anger towards someone, does it end with his/her death?  Is there any reason to stay angry with someone who is dead or dying?  How could your problems with that person be resolved with their death?

Today: 1) Class will begin to read Chapter #8, focusing on Jody’s deteriorating health and how it is affecting his relationship with Janie.

2) Class will finish reading Chapter #8, focusing on the final conversation between Janie and Jody as Jody is on his death bed.

3) Students will begin to complete questions for Chapter #8.

Exit Slip: How are Janie’s conflicts solved by Jody’s death?  Do you think Janie will finally be happy now that Jody is gone?  Explain.

Homework: Finish questions for Chapter #8

Monday, March 26

Objective: SWBAT explain how Jody’s treatment of Janie can be used to indirectly characterize him.

Do-Now: “We often criticize others for the faults we have ourselves.”  Do you agree with this quote?  Do you believe when people criticize others they are pointing out faults in the other people that they also have themselves.  Have you often done this or has someone done this to you?  Explain.

Today: 1) Review Direct vs. Indirect Characterization

2) Class will begin to read Chapter #7.  How do Jody’s criticisms toward Janie represent faults he finds in himself?  Why does he bring Janie down to try to make himself feel better?

3) Class will finish reading Chapter #7.  Why does Janie finally stand up to Jody?  How has Jody now begun to lose all his power?

Exit Slip: Describe the falling out between Jody and Janie.  What made Janie finally snap?  Why do you believe she put up with Jody’s abuse for so long?

Homework: Complete questions for Chapter #7

Friday, March 23

Objective: SWBAT to explain how an animal can be used as a symbol in a novel and describe what that animal is symbolizing.

Do-Now: Describe the problems that Janie and Jody are beginning to have in their marriage.  How are these problems similar/different to the problems she had with Logan?  Explain.

Today: 1) Review symbolism

2) Class will begin to read Chapter #6, focusing on how the mule is being used as a symbol.

3) Class will finish reading Chapter #6.  How has Janie and Jody’s marriage begun to take a turn for the worst?  How does Jody treat Janie?  Why does she accept this treatment?

4) Students will begin to complete questions on Chapter #6.

Exit Slip: Who/what does the mule symbolize?  Explain.

Homework: Finish reading Chapter #6 and complete Chapter #6 questions