Sunday, January 3, 2021

Monday, January 4 -Figurative Language / Background to Magic Island by Cathy Song

 

CCSS.ELA-LITERACY.L.9-10.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Objective: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in order to prepare to analyze author's purpose to communicate an idea.


Monday, Jan 4




Figurative Language examples in Movies - assignment on slide deck in "classroom" under "Figurative language / Magic Island"

Introduction to Magic Island by Cathy Song

Cathy Song lived in Hawaii during a time when interracial marriages were not generally accepted in the USA in 1955. Therefore, parents of many cultures arranged marriages for their children. 

Arranged Marriages - The tradition of arranged marriage is most commonly found in eastern-based cultures, including Indian, Japanese, and Chinese cultures. However, it was at one time equally popular in western culture.

This poem is about a couple whose marriage was arranged for them in Hawaii. The figurative language in the poem should help you visualize their lifestyle, how they feel and the major theme od the poem.

Magic Island

A collar of water

surrounds the park peninsula

at noon.

Voices are lost

in waves of wind

that catches a kite

and keeps it there

in the air above the trees.

If the day has one color,

it is this:

the blue immersion of horizons,

the sea taking the sky like a swimmer.

The picnicers have come

to rest their bicycles

in the sprawling shade.

He would not in his own language

call it work, to cook

the sticks of marinated meat

for his son circling a yarn

of joy around the chosen tree.

A bit of luck has made him generous.

At this moment in his life,

with the sun sifting through

the leaves in panes of light,

he can easily say he loves his wife.

She lifts an infant

onto her left shoulder

as if the child

were a treasured sack of rice.

He cannot see her happines,

hidden in a thicket of blanket

and shining hair.

On the grass beside their straw mat,

a black umbrella,

blooming like an ancient flower,

betrays their recent arrival.

Suspicious of so much sunshine,

they keep expecting rain.

Under each tree, a stillness

of small pleasures:

a boy, half in sunlight,

naps with his dog;

a woman of forty

squints up from her book

to bite into an apple.

It is a day an immigrant

and his family might remember,

the husband taking off his shirt

to sit like an indian

before the hot grill.

Quizlet for Magic Island by Cathy Song

Thursday, April 2, 2020

CHROME BOOK DISTRIBUTION - WEDNESDAY, APRIL 15, 9-1 PM FOR 10TH GRADERS

School District of Philadelphia Families,

We are excited to launch the Chromebook Loaner Program to ensure that all District students have access to online materials while schools are closed due to the COVID-19 (coronavirus) pandemic. If your child does not have access to a device at home for learning, one can be provided through this program. There is no cost for this program and no obligation to participate. All devices must be returned once school reopens. If you are fortunate and have appropriate computer and internet access at home for your child, we ask that you please reserve the program for those who do not.

Maintaining the safety and well-being of our staff, students and families is a top priority. Please follow the instructions below to help maintain a safe environment while the devices are distributed:
      In order to minimize the number of people on site, we ask that only the parent or legal guardian come to pick up the Chromebook. Children are advised, if possible, to stay at home.
      Bring a form of photo ID to verify that you are the parent or legal guardian (government-issued ID, student ID, Work ID).
      If the parent/guardian is feeling sick, we ask that you stay home and send a healthy representative with your ID to your child’s school to pick up the device.
      To help the process go quickly, please keep conversation with staff to a minimum.

Digital Device “Walk-Up” Distribution on Tuesday, April 14 for 11th and 12th graders and Wednesday, April 15 for 9th and 10th graders. The distribution will be from 9:00am-1:00pm on both days.

The Philip Randolph CTE High School technology device distribution program being hosted Tuesday, April 14 and Wednesday, April 15 will be a “walk-up” service for parents/guardians. Please bring a book bag to carry the Chromebook(s) home.

Here’s how the distribution process will work:

1.    You will enter the parking lot on Roberts Avenue.
2.    Please line up 6 feet apart (tape on the ground will denote the distance) from each other in the staff parking lot facing the red Fire Academy entrance door.   
3.    A School Police Officer will greet you when you reach the front of the line.
4.    The School Police Officer will direct you to the table in the parking lot, introduce yourself and show your ID. The staff person will verify you are the parent/guardian.
5.    On the table there will be a loaner agreement. You should sign one form for each of your children who attends Randolph.
6.    You will place the signed form in a box.
7.    You will pick up the laptop off the table.
8.    Once you have the Chromebook(s), you can return home.

Once again, as a reminder, this is a loaner program to ensure that students who do not have a computer at home for learning will have access to one while schools are closed. There is no cost for this program and no obligation to participate. All devices must be returned at the conclusion of the school closure period.

Sincerely,

Dr. M. Burns
Principal

Thursday, March 12, 2020

Friday and Monday - March 13 & 16 - Macbeth character traits and Act 1 & 2 Quiz

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.
L.F.1.1.3


Explain / evaluate theme in a variety of fiction. L.F2.3.4

DO NOW

Multiple choice quiz

You can use your notes and the book. 

Direct Instruction

Jeopardy review

Independent


Character traits for Macbeth and Lady Macbeth - graphic organizers.

Determine TWO traits for each Macbeth and Lady Macbeth. Use the graphic organizer to find evidence of these traits and then explain them in the space provided.






Tuesday, March 10, 2020

Wednesday March 11 - Macbeth Act 2

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.
L.F.1.1.3

Explain / evaluate theme in a variety of fiction. L.F2.3.4

DO NOW - write down in notebooks

A SYMBOL = a thing that represents or stands for something else, especially a material object representing something abstract.

Motif - a distinctive feature or dominant idea in a literary work (similar to a symbol except a symbol is usually a tangible "thing" and a motif can be an "idea.")

Direct Instruction

Emojis as symbols

Motifs introduced in Act 2, Scene 2 -

Lack of Sleep
Blood on Hands

Both symbolize the theme of GUILT.

Guided Instruction

FOR "A" day - finish ACT 1.....
Read together ACT 2 - scenes 1-2

View film through Act 2

review macbeth

Independent

Answer these questions in your notebooks.

1. Page 35 - "Look like the innocent flower, but be like the snake that hides underneath the flower." What does Lady Macbeth mean when she uses this simile?

2. Page 41 - List three reasons Macbeth thinks that he should NOT kill King Duncan.

3. Use page 45 to describe the type of woman Lady Macbeth is. Provide textual evidence.

4. Lack of sleep is a symbol of guilt. Find evidence on page 59.

5. "Blood on hands" is also a symbol of guilt. Explain and provide two examples from the text (pages 59 and 61).

6. What is Lady Macbeth's excuse for not killing the King herself? (page 55).

7. How does Lady Macbeth intend to get away with murder? (pages 45 and 47)

8. Describe Lady Macbeth's style of arguing with her husband. Why is she effective in getting what she wants?








Monday, March 9, 2020

macbeth 3

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.
L.F.1.1.3

Explain / evaluate theme in a variety of fiction. Work of literature relates to themes and issues of the historical period. L.F2.3.4

DO NOW

Write this Down in Notebooks:
Exposition for the Tragedy of Macbeth

WHOMacbeth and Banquo are fighting FOR DUNCAN, King of Scotland. 
WHAT: They are trying to protect Scotland from invaders. Witches are nearby the battlefield plotting mischief.
WHEN: around 1100.
WHERE: Battlefield in Scotland
WHY: War with Norway and rebels

Guided

Read Act 1 scenes 1-3


Independent ( we started these last Thursday)

1. In scene 1, Describe the MOOD created by the witches and the weather. How does it make you FEEL?

2. Scene 2 - Explain the animal analogies (line 35).

3. Reread scene 2 - lines 60-68. Who is punished and who is rewarded. What is the punishment and what is the reward? Support your answer with textual evidence.

4. In scene 3 - lines 1-37, how do you know the witches have evil intent? Provide a few short lines and/or words that express their wickedness.

5. The witches give each Macbeth and Banquo three prophecies. What are they?(lines 48-70)

6. Why does Macbeth first doubt the witches prophecies? (lines 72-79)

7. How does Banquo's reaction to the witches differ from Macbeth's? Consider their tone of voice when speaking to them. What does it suggest about each of their characters? (lines 47 and 55-70).

8. Scene 3 - lines 116-127 - Contrast Macbeth's reaction to Banquo's. 

9. Lines 118-122- Macbeth is having an inner conflict after realizing that two of the three prophecies have already come true. Explain in your own words how he is feeling.

10. Lines 129-150 - The witches predicted Macbeth's fate. the possibility of the crown sparks his ambition. Provide evidence that shows that Macbeth wants to control his destiny - not wait for "fate." 



Paradox - a statement that leads to a conclusion that seems senseless, not logical, or contradictory. (example: "Fair is Foul and Foul is Fair").

View Film Through Act 1


Guided / Independent

Complete Act 1 study guide questions

View film through Act 1

Check for Understanding

Individual Student checks during independent work

Closure

Theme review - Betrayal, Ambition, Greed, Deception, Fate, Destiny

Tuesday, March 3, 2020

Wednesday & Thursday - March 4 & 5 - Introduction to Macbeth

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.
L.F.1.1.3

Explain / evaluate theme in a variety of fiction. Work of literature relates to themes and issues of the historical period. L.F2.3.4
DO NOW
Write into your notebooks:

Monologue - a long speech that is given from one character to another in a play. 2 or more characters on stage.

Soliloquy - a long speech revealing a character's inner thoughts. He/she is alone on the stage.

Direct Instruction

macbeth intro








Macbeth is a DRAMA or PLAY. 

elements of drama


Guided
Write this Down in Notebooks:

Exposition for the Tragedy of Macbeth
WHOMacbeth and Banquo are fighting FOR DUNCAN, King of Scotland. 
WHAT: They are trying to protect Scotland from invaders. Witches are nearby the battlefield plotting mischief.
WHEN: around 1100.
WHERE: Battlefield in Scotland
WHY: War with Norway and rebels

Direct Instruction

intro witches

Read Act 1 scenes 1-5

Paradox - a statement that leads to a conclusion that seems senseless, not logical, or contradictory. (example: "Fair is Foul and Foul is Fair").

Independent

1. In scene 1, Describe the MOOD created by the witches and the weather. How does it make you FEEL?

2. Scene 2 - Explain the animal analogies (line 35).

3. Reread scene 2 - lines 60-68. Who is punished and who is rewarded. What is the punishment and what is the reward? Support your answer with textual evidence.

4. In scene 3 - lines 1-37, how do you know the witches have evil intent? Provide a few short lines and/or words that express their wickedness.

5. The witches give each Macbeth and Banquo three prophecies. What are they?(lines 48-70)

6. Why does Macbeth first doubt the witches prophecies? (lines 72-79)

7. How does Banquo's reaction to the witches differ from Macbeth's? Consider their tone of voice when speaking to them. What does it suggest about each of their characters? (lines 47 and 55-70).

8. Scene 3 - lines 116-127 - Contrast Macbeth's reaction to Banquo's. 

9. Lines 118-122- Macbeth is having an inner conflict after realizing that two of the three prophecies have already come true. Explain in your own words how he is feeling.

10. Lines 129-150 - The witches predicted Macbeth's fate. the possibility of the crown sparks his ambition. Provide evidence that shows that Macbeth wants to control his destiny - not wait for "fate." 




Direct Instruction

Read Act 1 Scenes 6 & 7

Guided / Independent

Complete Act 1 study guide questions

View film through Act 1

Check for Understanding

Individual Student checks during independent work

Closure

Theme review - Betrayal, Ambition, Greed, Deception, Fate, Destiny





Thursday, February 27, 2020

Monday & Tuesday - March 2 & 3 - Introduction to Macbeth


Objective: By the end of class students will be introduced to themes and characterization in order to prepare to read Shakespeare's Macbeth.

Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4


DO NOW

Copy the following themes and definitions into notebooks:

GREED = 1excessive consumption of or desire for food and/or excessive desire for wealth or power. It has a NEGATIVE, selfish connotation.

AMBITION =strong desire for success, achievement, or distinction  // a goal. It has a POSITIVE (not selfish) connotation.

DECEPTION persuade someone that something false is the                         truth; to trick or fool.

BETRAYAL - to deliver or expose to an enemy;                             disloyalty: to be unfaithful 

Direct Instruction

macbeth intro







Anticipation Guide for Macbeth.  

ted talk intro

Macbeth is a DRAMA or PLAY. 

elements of drama

macbeth intro


Guided  / Independent

Read descriptions of characters from NO FEAR SHAKESPEARE  Macbeth. In your notebooks, list three character traits each for:
1. Macbeth
2. King Duncan
3. Banquo
4. Macduff
5. Malcolm
6. 3 witches
7. LADY MACBETH

Remember that you know about characters from not only what they look like, but what they say, how they act, their effects on others etc (indirect character traits).