February 5: B Day

1B

1. Focused freewrite: Describe a time you acted like the hero of a bildungsroman. In other words, describe a time you did something because you wanted to, even though society told you not to.

2. Meeting #1: Students followed the directions here during class – Meeting 1. Students completed all five steps in these directions. If you were absent, download Meeting 1 and complete the tasks at home. If you don’t have a manila folder at home, you may make a folder out of a piece of construction paper. Students also received Plot Summary for this activity.

3. Reading time. Students received Reading Log 2 and had some time to continue reading their novels.

HW: Read section 2 of your novel and complete Log 2 by Thursday. Every student has set up a reading schedule on their green bookmark.

2AB

1. Focused freewrite and discussion: How does pop culture define successful romantic relationships? What pop culture artifacts can you look to for “advice” or “models” of romance? How does your opinion of successful relationships differ from the models seen in the media?

2. Sonnet analysis continued. Students looked at L14, Sonnet Handout. We finished our analysis of Petrarch and continued to Shakespeare’s Sonnet 130.

HW: Finish questions on Sonnet 130. Optional – Find your own copy of Romeo and Juliet by the middle of next week. Here is what I recommend:

4B

1. Focused Freewrite: There are two kinds of people in the world, ___ and ___. Explain.

2. Binaries activity. Students were asked to divide themselves into binary groups based on female/male, sporty/artsy, jock/nerd. Soon, students rose up against the teacher, realizing that people cannot be divided into two groups only.

3. Binary, hegemony, and deconstruction notes. Students took notes on a sheet of notebook paper, L13. If you were absent, download the notes here: L13 binary-hegemony notes

4. Katy Perry teaches us a lesson. As a class, we watched Katy Perry’s “Wide Awake” and analyzed the cultural assumptions about men seen in the video using this sheet – wide awake.

Start watching at 0:30.

5. Sonnet analysis. Students looked at L14, Sonnet Handout. We analyzed Petrarch and Shakespeare’s attempts to engage with cultural norms.

HW: Finish Sonnet Analysis if not done in class.

Optional – Find your own copy of Romeo and Juliet by the middle of next week. Here is what I recommend: