AGENDA 1/15-1/20

Watch, take notes, and discuss: “French Revolution in 9 Minutes” : https://www.youtube.com/watch?v=X1_2NwmIobU

Critical Annotations directions and sample

Choose a topic from the list of potential topics on the bottom of critical annotations directions and research it for homework over the long weekend. They can read a website, find information in a book, or watch a video on any of the potential topics. Part of the assignment involves assessing the credibility of the source; it’s ok if the source is not particularly credible, because then they explain what would make it more reliable (see my sample). This assignment will be due next Wednesday in class, typed and in MLA format and will be turned in as BOTH a hard copy and to Turnitin.com. (Note: it takes a good 2-3 hours to complete--students should attempt this assignment in pieces over multiple days and NOT try to do it all at once!)

Begin reading the article “The Life and Times of Charles Dickens.” Students should annotate for understanding: highlight or circle unfamiliar vocabulary and predict the definition in the margins; paraphrase content in the margins and note important ideas; write questions for clarification or further discussion in the margins.

1. What unfamiliar words did you find? What questions do you have?
2. How did Dickens’ writing evolve over time?
3. What is Dickens known for as a writer?

Read the article “The Historical Context of A Tale of Two Cities” silently. As they read, students should annotate for understanding: highlight or circle unfamiliar vocabulary and predict the definition in the margins; paraphrase content in the margins and note important ideas; write questions for clarification or further discussion in the margins. When students finish reading, they should discuss in small groups, citing textual evidence as they discuss:

1. What unfamiliar words did you find? What questions do you have?
2. What specific influences led Charles Dickens to write A Tale of Two Cities?
3. What specifically did this article add to your understanding of the history of the French Revolution?
4. In what ways are Dickens’ “revolutionary ideas” characteristically English? How does his writing reflect the concerns of his country and time period?

Brief discussion of the novel’s title: what is suggested by each word of the title, A Tale of Two Cities? What understandings can we arrive at or predictions can we make based on the title of the novel?

Read Chapter 1, "The Period" aloud, and discuss:

1. What unfamiliar vocabulary words did you find or questions do you have?
2. Why does Dickens use antithesis here to contrast this time period? What does each image suggest? Why put all of these different comparisons in the first sentence? How does it add to our understanding of the complexity of the time of the French Revolution (and Dickens’ own “present day,” to which he compares the period?)
3. How is France described? How does Dickens use personification to describe France and England? Why might he be using personification here?
4. What seems to be his larger purpose in this chapter, “The Period”?
5. Remember that this book was published in serial form: it’s more like a television series or set of “episodes” than a typical single novel. What elements in chapter one remind you of a television pilot?

Read Chapter 2, "The Mail," aloud, and discuss:

1. What unfamiliar vocabulary words did you find or questions do you have?
2. Why are the passengers and the guards of the mail coach suspicious of one another?
3. What do Mr. Jarvis Lorry’s words and actions tell you about his character?
4. What might the mysterious messages, “Wait for Mam’selle” and “RECALLED TO LIFE” mean? Make some predictions!