World Literature

1. World Literature Week 18 Do Nows

2. Do Now: Wednesday, January 8th, 2014 • acute (28) – adj: very strong or serious • comrade (35) – n: a friend, especially someone who shares difficult work or danger (often used by socialists and communists, especially in meetings) • welfare (36) – n: a person’s health and happiness root word: jac/ject- to throw, to cast • conjecture (n.)- a guess based on inadequate or faulty evidence • dejected (adj.)- downcast or sad; depressed • abject (adj.)- Lowly, miserable, and wretched *WEEK 18 VOCAB QUIZ WILL BE MONDAY, JAN. 13th

3. Sentences • The injury from the bomb was acute, so he had to go to the emergency room. • It was the soldier’s duty to look after his comrade. • Firefighters and police officers are essential to the welfare of the community. • You didn’t see me take the cookies; your accusation is just based on conjecture! • The boy fell into depression because he felt dejectedabouthis fellow football players. • During Winter break, we visited my old neighborhood, which had fallen into abject poverty.

4. Animal Farm: 4 Corners On a sheet of paper, specify whether you agree, disagree, strongly agree or strongly disagree. Be specific in your answers, and give reasons to support your opinions. You will write a response based on others’ answers at the end of class. Power inevitably corrupts. There can never be a society where everything is equal. 3. It is human nature to create social hierarchies. 4. There can never be equal division of work. 5. Education = Power

5. Power inevitably corrupts.

6. There can never be a society where everything is equal.

7. It is human nature to create social hierarchies.

8. There can never be equal division of work.

9. Education = Power

10. Exit Slip – 10 minutes Read the quarter sheet you picked up at the door. *Keep your rubric!

11. Do Now: Tuesday, January 7th, 2014 • SSR 15 minutes • Journal Prompt: What themes are in your book? What is the author trying to teach you? Give evidence to support.

12. Allegory • An allegory is a story in which characters, settings and actions stand for something beyond themselves. • Examples: • The Bible • Lord of the Flies • Similar: fables • Next, pay close attention to the video. When the video is done, write down what the allegory is explaining.

13. Allegory Video

14. George OrwellBritish Author & Journalist • 1903-1950 • Born in India • Noted as a novelist and critic, as well as a political and cultural commentator • One of the most widely admired English-language essayists of the 20th century • Best known for two novels critical of totalitarianism in general, and Stalinism in particular: • Animal Farm • Nineteen Eighty-Four “Liberty is telling people what they do not want to hear.”

15. Animal Farm: Russian Revolution • Animal Farm is an allegory made based on the Russian Revolution.

16. Why Animals? • In explaining how he came to write Animal Farm, Orwell says he once saw a little boy whipping a horse and later he wrote, • “It struck me that if only such animals became aware of their strength we should have no power over them, and that men exploit animals in much the same way as the rich exploit the [worker].”

17. What can you infer about the Russian revolution based on this image?

18. While watching the video, take notes to answer the following questions: • 1. What was the cause of the Russian Revolution? • 2. Who were the opposing parties of the Russian Revolution?

19. Russian Revolution Videoclip http://www.schooltube.com/video/1418b18456e1f06884b3/

20. Character Chart Each group will read and create a one sentence summary of their character. Each group will share out while others write the one sentence summary.

21. Animal Farm Chapter 1

22. Do Now: Wednesday, January 8th, 2013 • Clear desk except for a pencil. • English EPAS 1

23. Chapter 1 Discussion Questions

24. Chapter 2 • At your tables, begin reading Animal Farm Chapter 2. • You may complete HW 3: Chapter 2 worksheet as you read at your tables.

25. Do Now: Thursday, January 9th, 2013 • SSR 15 minutes • Journal Prompt: What are your opinions and judgments of the characters? How do you feel towards the characters?

26. Objectives SWBAT understand sentence varietySWBAT create compound-complex sentences

27. Once a writer knows the difference between the three sentence types (simple, compound, and complex), it is possible to write with sentence variety. Sentence variety helps make your writing more interesting.

28. Simple Sentence • A simple sentence contains a subject and verb. Write a sample simple sentence.

29. Compound Sentences • A compound sentence contains two independent clauses. Write a sample compound sentence.

30. Complex Sentences • A complex sentence is an independent clause joined by one or more dependent clauses, using subordinating conjunctions. Write a sample complex sentence.

31. Compound-Complex Sentences • A compound-complex sentence is a sentence that has at least two independent clauses and at least one dependent clause. • Subordinating conjunctions are used to introduce the dependent clauses. • Coordinating conjunctions (FANBOYS) are used for joining the independent clauses.

32. Sample Compound-Complex Sentences. After the two adversaries had spent years playing this “cat and mouse” game, they were joined by their children, and the fun continued. Identify the 3 components of the compound-complex sentence. (Highlight the different parts) 2 independent & 1 dependent

33. Sample Compound-Complex Sentences. After the two adversaries had spent years playing this “cat and mouse” game, they were joined by their children, and the fun continued. Identify the 3 components of the compound-complex sentence. (Highlight the different parts) 2 independent & 1 dependent

34. Practice Identify the different parts of the sentences, using your highlighter. Even though it seems the two were bent on the other’s destruction, the cat and mouse were rather fond of one another, and neither wanted the other’s defeat. This game was begun thousands of years ago, and it will continue far into the future as other cats and mice revel in hide-and-seek.

35. Practice Identify the different parts of the sentences, using your highlighter. Even though it seems the two were bent on the other’s destruction, the cat and mouse were rather fond of one another, and neither wanted the other’s defeat. This game was begun thousands of years ago, and it will continue far into the future as other cats and mice revel in hide-and-seek.

36. Exit Slip

37. Chapter 2 Check 1. Name the two pigs introduced in Chapter 2. Give one characteristic for each. 2. True or False: the other farm animals are skeptical of the Rebellion at first. 3. What is Sugarcandy Mountain? 4. What does Mollie the mare take from Mrs. Jones’s room? 5. What is revealed that the pigs taught themselves to do? 6. Name one of the Seven Commandments. 7. What happens to the milk at the end of the chapter?

38. Chapter 2 Discussion Questions 1. In Chapter 2, we are introduced to Animalism. What is Animalism? (Chapter 1, pg. 7-8) 2. Describe Sugarcandy Mountain. What might it symbolize? (Make a connection!) 3. Karl Marx: “Religion is the opiate of the masses.” What does this mean? 4. What is the significance of the pigs teaching themselves how to read and write? (Think Essential Questions…) 5. Why did the pigs create the Seven Commandments? Why do you think the pigs did not create consequences? 6. At the end of Chapter 2, what do YOU think happened to the milk?

39. Week 18 Vocab Quiz

40. Animal Farm Character Parallels

41. Animal Farm Character Draw • In your groups: • On the butcher paper, draw a picture of your Animal Farm Character. • Write a blurb to describe the Animal Farm Character. • Write a blurb to describe the parallel Russian Revolution figure. • Include at least TWO significant quotes from AF Chapters 1-2 for your character.

42. Animal Farm Character Draw • Example: • The best six posters from Periods 2-5 will hang in the room for the rest of the unit.

43. Do Now: Friday, January 10th, 2013 • Place your homework on your desk • On the top half of loose leaf (save the bottom half for later in class), describe the picture using as many Week 18 vocabulary words as possible.

44. COP 701 • Use a colon to introduce an example of elaboration.

45. Comma , Semicolon ; Semicolon ; Colon :

46. When should I use colons? :

47. Rule #1 • A colon is used after an independent clause and before a list that explains the previous clause.

48. Rule #1 • Example 1) You need a few things to go camping: a tent, a sleeping bag, and a flashlight. • Example 2) Marvin has various hobbies: skating, playing basketball, and debating. • Example 3) Here is what we hope we win: a free trip to Hawaii and a new car.

49. Rule #1 • Non-example 1) My brothers’ names are: Mike, David, and Joseph. • Non-example 2) They considered the book to be: silly, predictable, and boring. • Why are these a non-examples?

50. Rule #2 • A colon can be used before aword, phrase, or independentclause that explains or elaborates on the previous statement.