Mini-Lesson: Providing Context for Quotes

Essential question: How does discussing context open up our options for the quotes we select?

Sometimes it's hard to explain a quote and what it's suggesting when we ignore the context it comes from.

Context is...

the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood and assessed.
(Thanks, Google).

We also understand context also refers to actual parts of written text or spoken language that precede or follow a word, passage, or idea that can help clarify meaning.

In a few words, context= point of reference.

Let's practice providing context for a few quotes from the story.



"I wonder if Sam really shot anybody" (Collier 47)

Now--read a little before that quote and a little after that quote. This is the context.  In your own words, describe the context from where this quote comes from.


How about another:

"I knew he was right, that it wasn't worth taking the chance. I wanted to do it anyway. (Collier 72)



Final thought for reflection: How does including the context open up our options for the quotes we select?


HW: "notes and quotes" from pages 99-146 due Thursday. We will complete the book by Tuesday March 3rd. 

Connecting To Characters: it works

So, one of the questions on your reading check was: Why does Tim avoid Mr. Heron after the letter incident? Do you think it's because Tim feels:
A. Scared
B. Embarrassed
C. Angry
D. Confused
 Write down the letter.



Now, if you feel pretty confident about your response, good. But it doesn't mean you chose the best answer. Let's do a short "connecting to character" exercise to ensure we are basing our inferences on something more substantial than just "a feeling."  The best inferences are a combination of text info and your background knowledge/ experiences.

So let's bring in the text. Tim originally thinks delivering this letter is a pretty big deal. He thinks it'll bring him glory and give him something to boast about. He indeed wants this pretty bad. He even goes behind his father's back. Alas, The letter does not make it:  his encounter with Betsy makes sure of that. Furthermore, the letter contained nothing of real importance. It was just test to see if Tim was a trustworthy messenger. Whoops. Oh, and all of this happens right after Mr. Heron compliments Tim for his smarts and bravery.

Okay. Now put yourself in Tim's shoes. Rely on your personal experiences. Were you ever in a position where an adult trusted you? And you really wanted to pull it off? And it was a colossal failure? Even if this situation doesn't directly relate, you are familiar with the concept of letting people down, yes? Maybe even letting yourself down? Sports teams getting blown out in front of the home crowd. Forgetting a close friend's (or family member's) birthday. What feelings would you have? Why might you then avoid interaction with the person you let down?

I ask again. Why does Tim avoid Mr. Heron?

Interesting Moment to Ponder

Think about your own attitudes on the Revolutionary War and your education about that war. In Social Studies text books, we read about the injustices that sparked the war, and the battles that were key to the our victory. In our minds, we likely to think of the war as a competition: the patriots are portrayed as heroic underdogs who took down the big bad British.

Now think about the scene where the rebels are beating up father in his tavern. What does this reveal about the Revolutionary War that your text books don't address?

Podcasts

I will be adding the missing ones throughout the week. Keep an eye out for yours!

7-1

Nicole, Logan, Justin


7-2
Henry, Kameron, Josef

Gianna, Kari, Grace, Hannah


7-3

Mike L. , Mike M., John, Bryce 

Hannah, Caitlin, Lauren, Erin

Robbie, Joey, Anthony, Patrick


7-4

Travis, Ryan, Sandro

Wikipedia: Linking Details to Big Ideas

As we've been discussing throughout the year, texts speak in two ways: directly and indirectly. This activity will help us review some key moments from the first 100 pages, but also demonstrate how those moments work together to produce deeper meanings.

The Task:You will be creating several Wikipedia pages based on key events from the story. Your audience for this assignment are students just like you. Your purpose is to help those students better understand important details from the story and how they work together to create meaning.



Procedure: Choose one of terms as a starting point. You will need to provide appropriate background information for the term you've selected. As you provide background info, you will necessarily reference other key details or events from the story. Those key moments will become "links." Just like in a wiki page, you will highlight the phrase or term. You will then create a wiki page for the highlighted term.

The object? Take 2 "clicks" to arrive at a "big picture concept" from the story (which I will provide you). (Your 2nd link will be the "big picture concept").

1. Consider the origin--when does the term first appear and why?
2. Explain the significance of the term--go beyond simply explaining what it is. Explain why it's important.
3. You must write between 3-7 sentences (meaning, don't go under 3, don't go over 7)


HW: "notes and quotes" from pages 99-146 due Thursday. We will complete the book by Tuesday March 3rd. 

HW over break

Please read chapter 4-7 (pages 46-98)
Complete "notes and quotes" (4 quotes and explanations. refer to Wednesday's blog for details if you're still unsure)

Recalling a term...

Check out this old blog post on Characterization.

Because understanding the literal and deeper meanings of story requires us to understand the characters, characterization is an important skill to develop. Hot seating is an active, creative, yet highly critical way of developing this skill.

Family Counseling Hot Seat

So, "My Brother Sam..." begins and there are already some fireworks!

Sam comes home in a huff.
Father loses it.

These two need some serious counseling.

We need a group of Sams, a group of Fathers, and some counselors.

Sams: Research his point of view. Get to the bottom of his passion for this war.

Father: Research his point of view. Get to the bottom of his absolute disdain for war.

Counselors: Try to mediate the situation by helping both sides see the other's point of view. Help them relate to each other.


HW: Complete "quotes and notes" and reading for tomorrow. See the previous blog post for details.

HW for Friday

Name____________________________

1.  Please read Chapters 1-3 in My Brother Sam is Dead by Friday

2.  Take note of 4 moments when we get a sense of how Tim Meeker feels or thinks about war.

3.  Please write out the quote and the page number where you found the quote. After each quote, please explain the subtext (elaborate on the idea—what can the quote tell us about Tim?)

Synthesizing Information

Synthesis: A combination of ideas to form a conclusion or new thought.

Task: Considering all 5 texts we have read so far, create a visual (symbolic or literal) that represents how war transforms the individual.  On the back, please write 3-5 descriptive sentences that explain your visual.

You need not just focus on "The Sniper" or "The Rising of the Moon." Recall the articles regarding the psychological reasons why people go to war. This also can help us explain the transformations that war causes within people.

Why we go to war (CNN article that discusses the "we're smarter than the next person" theory)

Why do human beings keep fighting (Guardian article that discusses the "us versus them" appeal of war)

Why do nations go to war ( article that discusses two falsehoods of why we go to war)

"The Rising of the Moon"

'The Sniper" 

The Rising of the Moon

We are going to act out a short play in order to compare perspectives on war/conflict.

"The Rising of the Moon" (song)

Historical context for the song

My attempt at History:

"The Rising of the Moon" is a One Act play by Lady Gregory, first performed in 1907. The play deals with the ongoing tension between Irish nationalism and loyalty to the British government.

PLEASE NOTE: The POLICEMEN in the play (Sergeant included) are Irishmen working for the British government. Great Britain governed this part of Ireland at the time. Nationalists were known as rebels, and they organized demonstrations (some violent) to liberate Ireland from British rule. Anyone involved in the Nationalist party was thought as a threat. The fugitive in this play is thought to be a very dangerous leader of this party.










Why does the Sergeant let the man go?

Found Poems Due Friday

Agenda: Mini-lesson on arranging phrases into lines.

Think about the different combinations of lines you can create. While you shouldn't over think, the obvious arrangement might not always be the most moving. Both fragments and complete thoughts work here.

Your TYPED Found Poems are due tomorrow. You may write in any font you choose. Please be reasonable. The ideal word range is 50-100 words.

Tomorrow in class, we will have a "cafe poetry" sharing session.

Aside from sharing your found poem (voluntarily of course), you will be required to describe your thought process. Be able to explain how each part of your poem contributes to your purpose.

Mini lesson on imagery

imagery- the use of vivid descriptions that often appeal to the senses (touch, taste, hearing, smelling, seeing)

Found Poem

"The Sniper" is short story about the subject of war. What point is the author making about war in general?


A found poem recasts the story in a different genre: POETRY!

But there's a catch...you have to  leave the language pretty much as you "found it"

This activity not only has you think about purpose while writing, but it also requires you to pay attention to word-choice and language.

The nitty-gritty: Represent the story in a new way. The goal isn't to retell the story in fewer words. The goal is to bring the subtext (the feelings and the ideas) to light.

1.Choose powerful and descriptive phrases that convey the author's idea of WAR.When doing this, consider the descriptions of characters, action, and setting.

2. Then, go through the story selecting powerful, descriptive phrases and lines that relate to the idea of war.Highlight or write these words in your journals. Be sure to provide the page number as well. Your looking for about 50-100 words.

3. Once your list is completed, eliminate dull or unnecessary lines.

4. You can make minor changes to the words (capitalization, punctuation, tenses), but nothing else!

5. You may add up to two little words, but that's it. JUST 2.






 Copy the words and phrases into your journal or type them in a word processor. Space or arrange the words so that they’re poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
 • Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it’s probably right.
 • Arrange the words so that they make a rhythm you like. You can space words out so that they are all alone or allruntogether.
 • You can also put key words on lines by themselves.