Class Agenda #132 – New York State Regents Question 28 and…

Class Agenda #132- New York State Regents Prep and, “Welcome To The Monkey House” 

  • Opening Circle- Do You Agree Or Disagree with The Quote? And what are 2 texts that you could tie to it?
  • Reading

    “A person is a person through other persons…” -Archbishop Desmond Tutu

    • Opening Song- “Sway” Pink Martini (2013, 3:45)

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.

15 Min Reading

  • Mini-Lesson- Looking Over Question 28
  • Part 4 (Question 28) Your Task:

    Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Write your essay beginning on page 3 of the essay booklet.

    Critical Lens:

    “…the greater the difficulty, the greater the glory.”

    Ethical Writings of Cicero

    Cicero

    1887 Translation

     

    Guidelines:

    Be sure to

    • Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
    • Indicate whether you agree or disagree with the statement as you have interpreted it
    • Choose two works you have read that you believe best support your opinion
    • Use the criteria suggested by the critical lens to analyze the works you have

      chosen

    • Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis
    • Organize your ideas in a unified and coherent manner
    • Specify the titles and authors of the literature you choose
    • Follow the conventions of standard written English

    Look at the Anchor Chart- Copy it into your memory.

    Look at Some Quality Examples together-

    Class Work- Choose one of the following based on what you think you need most for regents prep. Let a Teacher know if you’re unsure and we can assist you.

    Task 1- Interpret 3-4 of the following Quotes. Say whether you Agree or Disagree with them and Why. Look at the REAL Paragraph at the front of the room.

    Task 2- Review the Rubric and 6 Point Vs. 4 Point Essays for the Critical Lens. Journal- What are some of the qualities of the essay?

    Task 3- Practice writing the Critical Lens Essay above. Think about “Hamlet”, “Native Son”, “A Good Man Is Hard to Find”, Fences,” etc…

    Task 4- ReRead the First Part of “Welcome to The Monkey House,” closely, so that you know that characters and the story and can write about it.

     

    Home Work-

    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

     

     

    Standards-

    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-

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