Quarter 3, Week 3 Agenda

Note: Monday through Thursday report to the library; Friday report to classrooms.

Monday, January 31
In Class: Research. Meet with teachers about thesis and scenarios.
Homework: Continue research. Try to create ten note cards a day. Also, for Friday in World Lit, read “Interpreter of Maladies” and complete a Gem of 150-200 words for preparation.

Tuesday, February 1
In Class: Research.
Homework: Continue research.

Wednesday, February 2
In Class: Research.
Homework: Research.

Thursday, February 3
In Class: Research.
Homework: Read “Interpreter of Maladies” and prepare for discussion.

Friday, February 4
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “Interpreter of Maladies.”
• Social Studies: Outlines and paper organization.

Homework: Each student should create an outline of their paper.

Hennepin Co. Library

Hours & Locations

Contextualizing "When Mr. Pirzada Came to Dine"

Knowing about Partition will help you to contextualize the events that take place in "When Mr. Pirzada Came to Dine." In conjunction with this write up on Indian Partition, take a look at the map below. (Click on it to make it larger.)

Quarter 3, Week 2 Agenda

Note: Monday through Thursday report to the library; Friday report to classrooms.

Monday, 1.24
In Class: Ms. Buchanan's research presentation; continue research.
Homework: Research; set a goal to create ten note cards every day. By Friday, you'll need a total of sixty note cards each. Also, for Friday in World Lit, read “When Mr. Pirzada Came to Dine” in Interpreter of Maladies and complete the preparation side of the discussion preparation and reflection sheet.

Tuesday, 1.25
In Class: Continue research.
Homework: Write a preliminary bibliography of five good secondary sources and two good primary sources each. (Partners may not submit the same lists.)

Wednesday, 1.26
In Class: Continue research.
Homework: Research and stay on pace with note cards.

Thursday, 1.27
In Class: Continue research. Discuss possible thesis statements with teachers.
Homework: Research and stay on pace with note cards.

Friday, 1.28
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “When Mr. Pirzada Came to Dine.”
• Social Studies: Thesis statements lesson.
  

Homework: Write preliminary thesis and play scenario.

Top Ten Research Sources

Below are ten excellent sources for research. Do not come to us saying, “I can’t find any information!” until you have used every one of the resources on this list. Lastly, avoid Google. (“Joe’s Gandhi Page” is probably not as reliable as Encyclopedia Britannica.)

• US Library Catalog: use the computers in the library to find books.
• Hennepin County Library: Use the US Media Resources page (under Local Libraries) and your library card to search. You can have books sent to your local branch.
• MN Link: Interlibrary loan. Fill out a request form (get them from Ms. Arnott) to have any book from any library in the state sent here, to Blake US. Limit yourself to five books total for the project; make sure they are ones you can’t get from closer libraries and that you’re far enough into your project that you know that they’ll have good information. Do not get them all five at once, since you can only keep them for a short time.
• Questia: Excellent source of books online. Find it on the US Media Resources page, under Databases, then Student Resource Collections. Have one partner get a password from Ms. Arnott.
• Britannica Online: A great place to start your research. On the US Media Resources page (under Databases, then Encyclopedias). You can use it free at school (or at home by using the password given to you).
• New York Times: Includes the historical archives via #2 above.
• Internet History Sourcebook: Find it on the US Media Resources page, under Subject Specific Links, then History, then Primary Sources.
• Repositories of Primary Sources: Good for finding primary sources, once you have a good overview of your topic. Find it on the US Media Resources page, under Subject Specific Links, then History, then Primary Sources.
• World History Resource Center: Best to use once you have a pretty good sense of your topic so you can search for specific information. Find it on the US Media Resources page, under Databases, then Student Resource Collections.
• Librarian’s Index to the Internet: It says it’s for US History Topics, but click “regions of the world” and you’ll find lots and lots of information, all sifted through for quality by professional librarians. Best to use once you have a pretty good sense of your topic so you can search for specific information. Find it on the US Media Resources page, under Subject Specific Links, then History.

Further Reading on/about Jhumpa Lahiri

"My Two Lives," by Jhumpa Lahiri, published in Newsweek on March 6, 2006

"The Quiet Laureate," by Lev Grossman, published in Time on Thursday, May 8, 2008

Quarter 3, Week 1 Agenda

Tuesday, January 18 (in AV-A room & library)
In Class: Introduction to History Play, explain how 3rd quarter will work and start partner selection.
Homework: Start thinking about topics. You will need a list of three by Thursday. Also, for Friday in World Lit, read “A Temporary Matter” in Interpreter of Maladies and complete the preparation side of the discussion preparation and reflection sheet.

Wednesday, January 19 (in library)
In Class: Topic exploration.
Homework: Narrow down your list to 3 topics. Due at the beginning of class on Thursday.

Thursday, January 21 (in library)
In Class: Topic exploration and narrowing.
Homework: Research your topics. Narrow down to one topic. Final topic due on Friday.

Friday, January 22 (in classrooms)
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “A Temporary Matter.”
• Social Studies: Watch video examples of plays and learn about primary sources.

Homework: Research and write 20 note cards EACH and do primary source worksheet.

Quarter 2, Week 9 Agenda

Monday
In Class: Final Discussion of Master Harold.
Homework: In your notebook, address your assigned question. (1. What does Sam mean when he says that Hally "has hurt [him]self" (56)? How so? 2. What does Willie mean when he says that Sam has "also hurt [him]self" (57)? How so?) Also, choose three passages that could work well for the Table Reading assignment.

Day 2
In Class: Begin Master Harold Table Reading.
Homework: Prepare for Master Harold Table Reading.

Day 3
In Class: Master Harold Table Reading.
Homework: None.

Friday
Grade Activities Day; no classes.

Fugard & the Foxtrot

Quarter 2, Week 8 Agenda

Monday
In Class: Intro to Master Harold . . . & the boys.
Homework: Read Master Harold . . . & the boys pp. 3 - 21 ("the intellectual heritage of our civilization")

Day 2
In Class: Calibrating characters.
Homework: Reread pp. 16-21. Prepare for discussion by annotating the pages based on the following statements and questions:

• Look up any unknown words or allusions. Be sure you know the following: magnitude (16, 17); scalars (16, 17); intrepid (17); daunted (17); Winston Churchill (17); Napoleon (18, 19); Charles Darwin, The Origin of Species, and “The Struggle for an Existence” (19, 20); bigotry (20); Abraham Lincoln (20); William Wilberforce (20); and Shakespeare (20).
• Mark any patterns/motifs that you notice and consider their possible meaning/significance.
• Interpret any subtext. What is implied by what is said?
• What does the conversation between Hally and Sam reveal about each character? Pay particular attention to what Sam “sees” that Hally doesn’t (i.e. Hally’s blind spots). Why can’t Hally see what’s right there in front of him while Sam can?

Day 3
In Class: Hally's blind spots.
Homework: Master Harold pp. 21 ("So, who is it going to be?") - 40 ("trying to do it yourself.")

Friday
In Class: Recurring motifs & essential questions.
Homework: Master Harold pp. 40 ("Nothing.") - end.