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PLEASE BRING TODAY:

PLEASE BRING TODAY:. SSR BOOK. 3 B DUE TODAY: SSR BOOK Due Last Class: - SSR BOOK LATE WORK:. Solving Common Writing Problems: Packet #1 Choice Activity (assigned last Friday) Pre-assessment. Mrs. Greblo’s 3B Senior English Agenda 2/28/12. Copy the agenda onto your R.L.N.–

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PLEASE BRING TODAY:

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  1. PLEASE BRING TODAY: SSR BOOK

  2. 3BDUE TODAY: • SSR BOOK Due Last Class: -SSR BOOK LATE WORK: • Solving Common Writing Problems: Packet #1 • Choice Activity (assigned last Friday) • Pre-assessment

  3. Mrs. Greblo’s3B Senior English Agenda 2/28/12 Copy the agenda onto your R.L.N.– • SSR (brief) / attendance / absentees complete stereotype questions • Agenda • A Raisin in the Sun Pre Reading Lesson: Be forewarned that we may not finish this today! • Stereotype Group Activity • “K, W, P” Post-it Q’s are answered and posted on class chart • Group Activity: activity and group roles description, groups assigned, begin! • “L” Post-it Q answered and posted on class chart • Review Homework Objective(s)/In this unit I am learning… • Listen attentively • Engage in and practice personal reading in a silent and sustained fashion while utilizing reading strategies • Identify the main ideas behind A Raisin in the Sun • Relate A Raisin in the Sun to the greater theme of African American literature • Identify and explain the themes of the play, and discuss how they are developed • Discuss differing viewpoints on Caucasian oppression in the 1950s and how these affected poor African-American families. Homework: Copy HW onto your homework calendar/ Bring your SSR book to class everyday! - “Mindwatch” Journal awareness - Personal stereotype awareness

  4. Stereotype Group Activity Description ALL students Fill out post-its for the K, W, and P and post on the board when done. Assigned discussion groups of 4 or 5 (timer, scribe, reporter, mediator) will share out their responses to the stereotype questions they answered in their R.L.N.s last class Each student gets 7-10 minutes for sharing individually The group as a whole is shown a NEW set of questions. As the group moves through the list, each individual member is provided with 3 minutes to respond to each question and be heard by their group. Students return to their assigned seats and fill out their last post-it for the L and post it on the class poster before they leave.

  5. Group Activity Roles The reporter reports back to the entire class about what transpired in the group. The good, the bad, and the ugly. The scribe records and tracks the discussion of the group and turns in the notes for points. If there are 5 people in a group this task is split up into two shifts. The timer makes sure that all group members were given and used their allotted time and takes notes on how the group's time was used. The mediator is there when tough situations arise, they intervene when necessary and remind the group to take a step back, reassess, and then move forward and sometimes in a different direction.

  6. Please respond by relating your personal experiences and observations down in writing in your R.L.N.s 1. What is a stereotype? Give an example. 2. Identify the social/ethnic/racial/religious groups to which you belong. Discuss one way in which one or all of these groups are stereotyped. How does this make you feel? 3. Give some examples of how African-Americans have been stereotyped. 4. Give some examples of stereotyping of white Americans. 5. Using any stereotype you have been subjected to, explain the basis for this stereotype. How does this make you feel? How might this stereotype interfere with your ability to be successful or happy? 6. Using any stereotype of an social/ethnic/racial/religious group of which you are not a member, explain the basis for the stereotype. How do you think this makes the members of this group feel? How might this stereotype impede a group member's ability to be successful or happy? 7. Relate a situation in which one of your stereotyped attitudes turned out to be wrong. How do you feel now? 8. What is meant by prejudice? How do stereotypes relate to prejudice?

  7. KWPL Post-it Questions (K) What do I KNOW about stereotypes and stereotyping?

  8. KWPL Post-it Questions (W) What do I WANT to get out of the stereotype project?

  9. KWPL Post-it Questions (P) What do I PREDICT will happen today in my group centered around stereotypes?

  10. Group Activity Questions: Answering the stereotype questions last class made me feel... Because... Tell a story about a time you stereotyped someone. Remembering that moment, explain why you did. Tell the story of a time when you or someone you care about was stereotyped. Name a stereotype you feel comfortable identifying with. Why? Why do you think people use stereotypes to label each other? Do you have any final comments about stereotypes? make them now.

  11. KWPL Post-it Questions (L) What did I LEARN during this group activity?

  12. Homework Part 1- "Mindwatch" diaries are about to become an integral part of our classroom. Please pay attention and remember your immediate responses to people who are different from you. You will be asked next class to document your first interaction. You will be asked twice a week for 12 weeks to do this. Part 2- Please be ready to embrace your personal stereotype(s) next class. You may want think about what they are and what you have been stereotyped as. Please bring those with you (in your mind) to class next time, you WILL need to know them as we will be using them.

  13. Full List of Unit Objectives • Explain Hansberry’s use of allusions and symbolism as literary techniques. • Identify theatrical conventions, such as monologues and stage directions, and explain how Hansberry uses them. • compare and contrast differing viewpoints on heritage, assimilationism, and Afrocentrism. • identify and explain the themes of the play, and discuss how they are developed. • discuss the growth of the relationship between Ruth and Walter. • analyze character growth of all major characters in the play. • discuss differing viewpoints on Caucasian oppression in the 1950s and how these affected poor African-American families. • identify events and characters based on Hansberry’s own life. • discuss the differences of opinion among the Youngers, Mrs. Johnson, and George Murchison in relation to the pursuit of dreams. • analyze parallels that Hansberry draws between characters’ viewpoints and the significance of those parallels.

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