Objective: Through reading, writing and discussion, students will analyze how culture impacts character’s interpretations of justice in The House of the Spirits through analysis and close reading of short passages. ◦ Quiz-Chapters 4 and 5◦ Close reading and analysis of passages in small

groups. ◦ Large group discussion◦ Exit ticket

4/1-Hope you had a wonderful Spring Break!

Reminders: April 23-ACT ACT Prep: Monday, Tuesday, Wednesday, Friday

after school in the Future Center Thursday-After school (after period 6) in 203 Lunchtime: Tuesdays and Thursdays here (222) This Week: Monday/Tuesday: The House of the

Spirits Wednesday/Thursday: Rights of a Child/Justice in

Julius Caesar Friday: Read chapter 7 in The House of the

Spirits

ACT Reminders

Make sure you are checking your grades and making up any missing assignments.

http://subudhi.wikispaces.com

Grades-End of the Year

What different cultures are presented in this part of the novel? How is class playing a role in the different cultures?

Quiz

Choose one of the characters: How does their past define or not define who they are?

Choose one element of culture: How does that element of culture present itself in the novel so far?

What is the importance of different narrators telling the story?

How is justice presented in the novel so far?

In Class Essay: April 10/11-45 minutes

We will move through these two chapters with small groups being the experts and discussion leaders on different sections.

As you think about leading the discussion:◦ Put your insight together in a way so that you are not

reading each question and answering it. ◦ Choose important quotes from your section to

point out your insights. ◦ What questions came up for you as you were

discussing this section? Present those in the discussion so that we can discuss them as an entire class.

Close reading

145-147: Class: Afra, Stephanie, Dipak 151-153: Ferula and Esteban: Rayshawn, Inga, Jose 153-155: Esteban and Pedro Tercero Garcia: Chris, Amanda,

Zach 160-164: Earthquake: Sam, Geoffrey, Daniel 164-166: Clara: Naomi, Malachi, Angelica 170-172: Pedro Tercero/Esteban: Jacinda, Mitchell, Zoe 176-179: Esteban and Clara: Mohamad, Isha, Keshav 181-184: The Count: Shun, Isaiah, Shea 185-188: Jaime and Nicolas: Luke, Jereme-Ashlee, Christian 188-192: Pedro Garcia’s death: Tyler, London, Jacob 199-202: Esteban and Blanca: Feruza, Angelica, Zaw 205-208: The Estebans:

Close Reading Sections-Period 3

145-147: Class: D’Naya, Alma, Chelsea 151-153: Ferula and Esteban: Akmal, Antonio I, Jesus S. 153-155: Esteban and Pedro Tercero Garcia: Brittany,

Victory, Nicole 160-164: Earthquake: Sandra, Nubia, Cierra 164-166: Clara: Michael, Chris, Jesus P. 170-172: Pedro Tercero/Esteban: Azspen, Malachi, Abdul 176-179: Esteban and Clara: Tran, Simon, Haley 181-184: The Count: Kaylee, Antonio G., Selena 185-188: Jaime and Nicolas: Eduardo, Isaiah, Sadie 188-192: Pedro Garcia’s death: Lorenzo, Martha, Johnnie 199-202: Esteban and Blanca: Joe, Ammar, Anis 205-208: The Estebans:

Close Reading Sections-Period 4

How does culture impact one character’s understanding of justice?

Exit Ticket

Objective: Students will analyze justice applications across cultures by analyzing and evaluating the Declaration of the Rights of the Child and Mandela’s statement on International Children’s Day.

Agenda: Choice of studies 215: survey 216-17: Anticipation guide Declaration of the Rights of the Child Mandela’s statement

4/3

As you read, summarize either in your own words or in illustrations what each principle is saying.

You can do this on the margins or on your own paper.

Declaration of the Rights of the Child

Highlight or underline his arguments.

What comparisons do you notice between what Mandela is arguing for and our culture?

Mandela’s Speech

Are the programs Mandela is suggesting implemented in this country or community?

Come to a consensus…

In Small Groups

What universal rights do you think a child should have regardless of culture?

Exit Ticket

Objective: Through reading and discussion, students will evaluate the universal themes of justice apply them to different cultures.

Mandela’s statement (221) School’s Out for Summer (223) Finish chapter 6 discussion Chapter 7 discussion Exit ticket

4/5

Choose one of the characters: How does their past define or not define who they are?

Choose one element of culture: How does that element of culture present itself in the novel so far?

What is the importance of different narrators telling the story?

How is justice presented in the novel so far?

Chapter 8 Reading question: Why does Blanca agree to marry Jean? What is their relationship like?

Homework: Prepare for in-class essay-Next Wed. or Thurs.

Read Mandela’s Statement (221) Come to a consensus on if you think these

plans are successfully implement in our community or country.

Make a list of your thoughts and decision on each one.

In pairs

As we read this essay notice the structure. Mark the hook, thesis.

Mark her solutions.

School’s Out for Summer

People getting on food stamps Sending trucks and announcement for

summer food lunch locations (tailgate lunches)

Make food stamp application easier Pass out flyers to houses, commercials

What other solutions can you think of?

Chapter 7 Discussion What cycles do you see developing? Why does Clara say they will have to buy

some new birds? Are the birds a symbol? Who is the poet?

Strongly Disagree Agree

Jaime was right in performing the abortion.

Disagree Strongly agree

Four CornersStrongly Agree Strongly Disagree

Clara cares about Esteban.

Agree Disagree

Exit Ticket:

Jamie should have performed the abortion. Jamie should not have preformed the

abortion. Clara cares about Esteban. Clara does not care about Esteban.

Don’t forget supporting evidence.