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1-28. Objective: Students will evaluate the last scenes in Heart of Darkness through small group discussions and a large group discussion. Agenda ACT punctuation test Small group discussion: Kurtz’s last words Large group discussion Exit ticket Homework: Thesis statement due tomorrow. .

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1-28

  • Objective: Students will evaluate the last scenes in Heart of Darkness through small group discussions and a large group discussion.

  • Agenda

    • ACT punctuation test

    • Small group discussion: Kurtz’s last words

    • Large group discussion

    • Exit ticket

    • Homework: Thesis statement due tomorrow.


Author title argument claim
Author, Title, Argument/Claim

  • In the novella Heart of Darkness, by Joseph Conrad, Marlow is a morally ambiguous character.

    • Different events in each (negative/positive, how it impacts the novel)

    • In Heart of Darkness, Marlow does not support colonialism because he recognizes the poor treatment of the natives, understanding of the flaws in the business, _________.

    • In Heart of Darkness, by Joseph Conrad, Marlow dehumanizes the natives in his descriptions of them, the treatment of them, but ultimately sympathizes with them.


In your small groups
In your small groups…

  • In Cornell Note style…answer the following questions with supporting evidence. Leave space between each one to add more information when we have a large group discussion.


Period 3
Period 3

  • 1. Mohamad, Jacob, Sam, Geoffrey

  • 2. Tyler, Stephanie, Daniel, Zaw, Shea

  • 3. Jose, Christian, Shun, Rayshawn

  • 4. Angelica, Dipak, Chris, Ariel

  • 5. Malachi, Isaiah, Amanda, London

  • 6. Feruza, Isha, Jereme-Ashlee, Jacinda, Inga

  • 7. Naomi, Mitchell, Ashley, Zach

  • 8. Keshav, Luke, Zoe, Afra, Halle


Period 4
Period 4

  • 1. Joe, Eduardo, Simon, Jesus P.

  • 2. Ammar, Antonio G., Luke, Azspen

  • 3. Martha, Chelsea, Victory, Akmal, Jesus S.

  • 4. Anis, Alma, Brittany, Selena

  • 5. Isaiah, Ogden, Chris, Haley, Nubia

  • 6. Tran, Sadie, Lorenzo, Malachi

  • 7. Abdul, Kaylee, Cierra, D’Naya, Victory

  • 8. Nicole, Michael, Johnnie, Antonio I, Sandra


  • In Cornell Note style…answer the following questions with supporting evidence. Leave space between each one to add more information when we have a large group discussion.

    • What were Kurtz’s last words?

    • What do you think he meant by them? Why doesn’t Marlow tell “the Intended” the truth?

    • How does he feel about the lie?

    • Where do you think the heart of darkness is?


Exit ticket
Exit Ticket supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • What do you think Kurtz meant by, “The Horror, the Horror?”


1-29 supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Objective: Students will evaluate Achebe’s criticisms of Heart of Darkness through watching a video and analyzing the article “An Image of Africa”.

    • Agenda: Journal entry

    • Close reading and highlighting “An Image of Africa”

      • Thesis statement check

    • Discussion of “An Image of Africa”

    • Exit ticket


1-29 supporting evidence. Leave space between each one to add more information when we have a large group discussion.

“Until lions have their own historians, tales of the hunt shall always glorify the hunter.”

-Ibo proverb

Respond to this quotation.

  • How might this connect to Heart of Darkness?


As you watch
As you watch… supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • What did you learn about Achebe and his writing?


1/30 supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Objective: Students will evaluate Achebe’s criticisms of Heart of Darkness through analyzing the article “An Image of Africa” and doing research on Nigeria and Achebe.

    • Close reading of “An Image of Africa”

    • Exit ticket from yesterday

    • Brainstorm questions in small groups for research on Africa

    • Small group research in the library for background information/Check out Things Fall Apart.

    • Homework: Be ready for presentations of research on Friday, draft of essay due Tuesday, 2/5, final draft due Friday, 1/8


As you read
As you read… supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Highlight comparisons he makes between Europe and Africa.

  • Highlight Achebe’s argument.

  • Highlight anything he uses to support his argument.


Foil supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • foil, in literature, a character who is presented as a contrast to a second character so as to point to or show to advantage some aspect of the second character. An obvious example is the character of Dr. Watson in Sherlock Holmes stories. Watson is a perfect foil for Holmes because his relative obtuseness makes Holmes’s deductions seem more brilliant.


Exit ticket1
Exit Ticket supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Which of Achebe’s arguments do you agree with? Which do you disagree with? Why?


Research
Research supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Your group will be responsible for creating a poster today and presenting the information you discover in class on Friday.


Research on things fall apart
Research on Things Fall Apart supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Chinua Achebe: Inga, Stephanie, Daniel, Christian, Jose, Feruza

  • Nigeria: History: Luke, Keshav, Dipak, Naomi, Zaw, Angelica,

  • Nigeria: Geography and Agriculture: Ariel, Jacinda, Halle, Zach, Mitchell, Shea

  • British Colonialism and Nigeria:Mohamad, Ashley, Shun, Chris, Tyler, Geoffrey

  • Missionary Involvement in Africa:Jereme-Ashlee, Malachi, Jacob, Isha, Amanda

  • Tribal life (Ibo/Igbo): Afra, Zoe, London, Isaiah, Rayshawn, Sam


Research on things fall apart1
Research on Things Fall Apart supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Chinua Achebe: Alma, Nicole, Chelsea, Martha, Cierra, Akmal

  • Nigeria: History: Malachi, Johnnie, Antonio I, Brittany, Michael, Jesus S.

  • Nigeria: Geography and Agriculture: Chris, Sadie, Nubia, D’Naya, Selena

  • British Colonialism and Nigeria: Abdul, Antonio G., Cassidy, Jesus P., Kaylee, Sandra

  • Missionary Involvement in Africa: Anis, Victory, Tran, Lorenzo, Eduardo, Simon

  • Tribal life (Ibo/Igbo): Haley, Isaiah, Ammar, Joe, Azspen,


2/1 supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Objective: Students will understand background on Things Fall Apart through presenting and taking notes on research. Students will analyze Achebe’s argument in “An Image of Africa” through discussion and a written paragraph.

    • Agenda: Presentations

    • Discussion of last two pages of “An Image of Africa”

    • Work on paragraph

  • Homework: Paragraph on Achebe’s argument (using supporting evidence), complete draft of Heart of Darkness essay due on Tuesday.


Paragraph on an image of africa
Paragraph on “An Image of Africa” supporting evidence. Leave space between each one to add more information when we have a large group discussion.

  • Which of Achebe’s arguments do you agree with? Which do you disagree with? Why?

    Make sure you have a strong argument for your paragraph.

  • Use supporting evidence to support your claim. Support can come from the article, notes from the research presentations or from Heart of Darkness


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