Class Agenda #131- New York State Regents Prep and, “How To Date A Brown Girl”
- Opening Circle- What was the most challenging part of your test yesterday?
- Opening Song- “Staying Alive” The Bee Gees (1988, 4:45)
Opener- 5 Min
- SLT- I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
- Read- “How to Date A Brown Girl” – By Junot Diaz
- Read- “Innocence Lost” by David Blankson
Mired in the daily grind Our backs bend in quiet desperation. Shadows scream And memories weep, Horrified of lost dreams From quieter times: Times more peaceful; The tender fascination Of sun warming skin, The tactile pleasure of Rubbing palms on carpet, The bliss inherent In running on a playground. Dreams from yesteryear Fade from our view Left behind, like Some misbegotten notion Of an enthralled child From the old days Of supposed immaturity. Maturity gained, But at what cost? Loss of innocence And dreams of grandeur? Are these the qualities Of someone unworthy To guide us in return
Journal- Choose at least 1 on your own:
- What Literary Elements are Used in the story and the poem’
- What is the controlling idea between the “How to Date a Brown Girl” and “Innocence Lost” –
- What is the “Author’s Purpose” in this story?
Whole Class- Review Both Literary Elements and What’s the Controlling Idea.
Mini-Lesson- Looking Over Questions 26 and 27
Directions (26–27): Write your responses to question 26 on page 1 of your essay booklet and question 27 on page 2 of your essay booklet. Be sure to answer both questions.
26 Write a well-developed paragraph in which you use ideas from both Passage I (the short story excerpt) and Passage II (the poem) to establish a controlling idea about youth. Develop your controlling idea using specific examples and details from both Passage I and Passage II.
27 Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the short story excerpt) or Passage II (the poem), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.
Look at the Anchor Chart- Copy it into your memory.
Class Work- Write your answers to Questions 26 and 27 in your Notebook
Connect the Following Quote to “How To Date a Brown Girl,” and “Hamlet.”
- “We do not read novels for improvement or instruction.” -Oliver Wendell Holmes
1) I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).
2) I can Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
I can Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Hamlet full text-