Today, students worked on their "Close Read" questions in the Study Sync Workbook. These are time consuming, so I will allow extra time for them tomorrow in class as well. I want to reward thorough work! :)
TODAY'S PRESENTATION
Today, students worked on their "Close Read" questions in the Study Sync Workbook. These are time consuming, so I will allow extra time for them tomorrow in class as well. I want to reward thorough work! :)
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Today, students took their first read quiz over "The Necklace," and then they worked on prompts from the slides attached and turned those in for their first Writing grades.
PRESENTATION/SLIDES First hour only did not get to the second quick-write. I did not require classes to brainstorm their essays (last slide) either. (So, disregard the final slide please.) Today, all hours went to the library to see Mrs. Garrett's freshman library orientation presentation. It is always awesome to come to the library and hear her speak!
All students who did not turn in their "Think" questions over "The Necklace" on Friday need to turn them in today. If students were absent on Friday, they may turn them in on Tuesday without late penalty. Tomorrow, we will have a quiz over "The Necklace" at the start of class. Those who have subscribed to Remind (see syllabus) will receive a reminder of this later this afternoon. What We Did Today:
Today, students finished and turned in yesterday's "Think" questions. Then, we watched a Study Sync video over theme, and began the questions below. We will continue our discussion Tuesday. Monday, we will be in the library for orientation. Tuesday, we have a brief reading quiz over "The Necklace." See syllabus in an earlier post to find directions to sign up for remind if you want texts about all of the things upcoming in class! Activity Questions: Read this passage from “The Necklace” to determine the answers to the follow-up questions. The day of the ball drew near and Madame Loisel seemed sad, uneasy, anxious. Her frock was ready, however. Her husband said to her one evening: "What is the matter? Come, you have seemed very queer these last three days." And she answered: "It annoys me not to have a single piece of jewelry, not a single ornament, nothing to put on. I shall look poverty-stricken. I would almost rather not go at all." "You might wear natural flowers," said her husband. "They're very stylish at this time of year. For ten francs you can get two or three magnificent roses." She was not convinced. "No; there's nothing more humiliating than to look poor among other women who are rich." Part A Which of the following restates a theme found in this passage of the story?
Part B Which sentence or phrase from the passage supports your answer?
Text from Handout to Read: THEME Identification and Application:
Model: Identifying the theme or themes in a short story is essential to understanding a work of fiction. Readers can often infer themes by examining a character’s thoughts, actions, and dialogue. In “The Necklace” by Guy de Maupassant, notice how the author depicts Mathilde and her husband in the fourth paragraph of the story: When she sat down to dinner, before the round table covered with a tablecloth in use three days, opposite her husband, who uncovered the soup tureen and declared with a delighted air, "Ah, the good soup! I don't know anything better than that," she thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with strange birds flying in the midst of a fairy forest; and she thought of delicious dishes served on marvelous plates and of the whispered gallantries to which you listen with a sphinxlike smile while you are eating the pink meat of a trout or the wings of a quail. When M. Loisel says, “Ah, the good soup! I don't know anything better than that,” it is clear he is content with what is in front of him. In contrast, Mathilde imagines the physical appearance of a wealthy life, right down to the “shining silverware” and the people (“ancient personages”) and animals (“strange birds”) in the pattern of the tapestry on the wall. These details illustrate her admiration of appearances and a longing for a different, richer life. Mathilde also concentrates on the social elements of this imagined luxurious banquet. She pictures herself with a “sphinxlike smile” (a smile that does not indicate her true mood) while men flatter her with their “whispered gallantries.” Mathilde enjoys the image of herself as an admired guest, which illustrates her pride. The passage sets up two strong contrasts: between her husband’s simple happiness and her own discontent, and between her actual life and her imagined life. He stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the corners of her mouth. "What's the matter? What's the matter?" he answered. By a violent effort she conquered her grief and replied in a calm voice, while she wiped her wet cheeks: "Nothing. Only I have no gown, and, therefore, I can't go to this ball. Give your card to some colleague whose wife is better equipped than I am." He was in despair. In this passage, M. Loisel has just surprised his wife with an invitation to an important ball. But even though she finally has what she wanted, Mathilde is “weeping” and full of grief because she doesn’t have a gown to wear. She insults her husband by suggesting that his colleagues’ wives are “better equipped” than she is. Her grief is so severe that she can only overcome it with a “violent effort.” Her pride in her appearance prevents her from appreciating her husband’s gift and from allowing herself to go to the ball. In contrast, when his wife is upset, M. Loisel “was in despair.” He wants her to be happy and does not quite seem to understand why his gift doesn’t please her. By comparing and contrasting character thoughts, actions, and dialogue in these passages, readers can begin to identify some major ideas in “The Necklace”: longing for an imaginary luxury, resentment about one’s place in life, and excessive pride. These ideas interact and build on one another to create a complex, overarching theme for the story: “Longing too much for imaginary wealth can make people excessively proud, and resentful about the good things they actually have.” Mathilde has a happy, loving husband, enough food, and a home, but she can only see what she doesn’t have. Today, we are on Advisory schedule, with slightly shortened classes.
All classes began with a discussion of yesterday's reading, "The Necklace." Once discussion was over, the last portion of class was for beginning the "Think" questions following the story in their Study Sync workbooks. The first and second questions are duplicates, so in place of #1, I have an alternate question on my Google Slides presentation from yesterday that needs to be answered (please see yesterday's post and click "PRESENTATION"). I want students to address these in detail, and to take their time to find textual evidence. I will be allowing students to finish their work at the start of class tomorrow, so there is no homework tonight, unless students will not be here Friday. Today, following the presentation attached and using our StudySync "Dreams and Aspirations" Unit Workbook, students will prepare for their first reading of "The Necklace," read independently, and respond to the text independently. We will end up saving the "Think" questions for Thursday in class, and we will discuss questions and confusion at that time as well. Students who need to finish the reading (did not finish in class) may do so at home.
PRESENTATION Today, 7th hour alone needed to pick up their Study Sync workbooks still.
******All hours will need these with them on WEDNESDAY the 24th. TODAY: All hours worked on the same assignment outlined in the following presentation and attachments: PRESENTATION SUFFRAGETTE PHOTO Questions for photo: 1. What does this picture show? 2. Who are the women in the photograph? 3. What do they want? What are they doing in order to get it? 4. How does this picture represent the concept of people making their dreams into reality? History.com Article Re: 19th Amendment (for reference) "BLAST" Text The photo questions and Blast, along with presentation questions, were all turned in at the end of the hour for a daily work grade. Today, all hours received seating charts and went to the textbook room to pick up the StudySync student workbook over "Dreams and Aspirations"--our textbook unit for this 9 weeks. Then, we did partner work based on the presentation at the following link. This was for a Daily Work grade.
PARTNER WORK LINK Last week, I handed out syllabi to my classes as I met students. My syllabus can be found at the following link. SYLLABUS LINK Last Friday, seventh hour only, my students worked on a "Rio Olympics" blast. No one was absent. It was for a Daily Work grade. I have extra hard copies if they are needed at any time. |
CategoriesAuthorMrs. Helton Archives
November 2016
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