September 4, 2014

September 4, 2014

Hang on to summer reading assignment until the end of class.

Today:Quick introduction to

our spaceSyllabus MondayMeet your table

Like-book discussionMind Maps

September 4, 2014Due:

Summer reading assignment by 3:00

Today’s Objectives:

Analyze how a novel’s theme(s) develops over the course of the text, including how it emerges and is shaped and refined by specific details

Provide an objective summary of the text

To practice effective speaking and listening skills that build capacity for collaboration and communication

1. Quick table introductions (homebase)

2. Break into five like-book groups for brief discussion

3. Create a mind map

A mind map is a diagram used to visually

organize information

4. Prepare to present your mind map tomorrow

Rules:

• Everyone must contribute

• Rotate writers for each section

• No one person can do all the graphics

• Presenters are exempt from writing and vice versa, but

they need to know the info

• Watch for hogs and logs

September 4, 2014Due:

Summer reading assignment by 3:00

Today’s Objectives:

Analyze how a novel’s theme(s) develops over the course of the text, including how it emerges and is shaped and refined by specific details

Provide an objective summary of the text

To practice effective speaking and listening skills that build capacity for collaboration and communication

Quick table introductions (homebase)

• Go around the table and introduce yourself. Say

your name even if “everyone knows.”

• Share why you took honors LA10, what book

you read this summer and what you did/didn’t

like about it.

• Number yourself 1-4 or 1-5

• Wait to hear the question you will answer for

your group.

To reflect your experience with your summer reading novel, as a group, create a mind map that includes, but is not limited to, the following areas:

Central themesIdentify the three most important themes

of the text and provide two examples of textual support for each

Character TweetsWrite two thoughtful and meaningful tweets from two different characters

that relate to the development and progression of the character.

Remember each tweet can be no more than 140 characters.

Revelations Each member of your group will include one startling or inspirational commentary statement that are reflective of his/her learning from the text. (put the student’s in parenthesis after the statement)

GraphicsInclude meaningful graphics on the map to emphasize major aspects of the novel. Focus not just on plot and places, but ideas as well.

September 5, 2014Entry task

On a post-it note, copy and complete the following sentence frame:

When it comes to group work, I ________ because ________.

Today• Continue work on summer reading poster

• Present themes, tweets, and revelations to the whole class

• Cross-book interviews (*if time)

September 8, 2014•Syllabus •Self-evaluation (week 1)

•Socratic Seminar prep –due tomorrow

10 7 4 1I can do this, and I can teach someone else how to do this.

I know what this means, and I can do it pretty easily.

I kinda know what this is and think I could do it with a refresher.

I don’t even know what you’re talking about right now.

Purpose:Produce clear and coherent writing in which the development and style are

appropriate to task, purpose, and audiences.

Who I am Fifteenth year teaching ninth @ auburn riverside WWU, M.ED, 2010 NBCT junior class, winter wishes I teach comm arts, honors

LA10, and LA10 I’m also …

Marley and Taylor's momMarley: 10, fifth gradeTaylor: five, Kindergarten

why teach, free time, dogs, fav book, what will this class be like, strictness, homework

September 9, 2014• Sit anywhere in the circle• Turn in your signed syllabus anytime between now and

next Monday.• Fold your note card in half (hot dog style), write your

name in large print and keep it on your table top.• Get out your Socratic Seminar prep homework

Purpose:Produce clear and coherent communication in which the development and

style are appropriate to task, purpose, and audiences.

• We will go over Socratic procedures• Be prepared to share at least two times• Contributions should be SPECIFIC and

offer NEW INSIGHT

September 10, 2014• Back to the seating chart…• Turn in your signed syllabus

between now and Monday.• Go over outside reading

assignment for S1• Discuss book choices for S1, Q1

with a look ahead• Move in to new Springboard

books• Word sort• Nouns and Verbs in EA 1.1• Define and identify culture

Today’s objectives• Introduce outside reading requirements•Preview the big idea for the unit• Identify and analyze the skills and knowledge required to complete EA 1.1 successfully.

September 11, 2014

Double check seating chart (some changes)

1. Grab Springboard book!

2. Turn in signed syllabus (if you haven’t yet)

3. Outside reading registrations? Due by September 26th

4. Continue unpacking EA 1.1

5. Activity 1.2 page 5

6. Concentric circles and communication activity

7. #EA1.1exitslip

Today’s objectives1. Explore the concept of culture and the role it plays in personal

perceptions.2. Analyze the communication process to develop collaborative

discussion norms.

Table 1 Savanna Anna Hanna Daniel

Table 2 Katelyn Taivin Emily Cho Dakoda

Table 3 Keegan Grace Solomiya Taylor

Table 4 Kerra Nicole K Diana Abby

Table 5 Yeh-Sun Nicole M Boone Mikhaela

Table 6 Alex Lauren Catherine Evangelina

Table 7 Jessica Andrew John Lillian

September 12, 2014

Double check seating chart (some changes)

1. Grab Springboard book!

2. Turn in signed syllabus (if you haven’t yet)

3. Outside reading registrations? Due by September 26th

4. Activity 1.2 page 5

5. Maybe 1.3 too

Today’s objectives

1. Explore the concept of culture and the role it plays in personal perceptions.

2. Analyze the communication process to develop collaborative discussion norms.

Table 1 Savanna Anna Hanna Daniel

Table 2 Katelyn Taivin Emily Cho Dakoda

Table 3 Keegan Grace Solomiya Taylor

Table 4 Kerra Nicole K Diana Abby

Table 5 Yeh-Sun Nicole M Boone Mikhaela

Table 6 Alex Lauren Catherine Evangelina

Table 7 Jessica Andrew John Lillian

AmericaWAAuburn ARHS

And I don’t know how it gets better than this you take my hand and drag me headfirst: fearless.

September 15, 2014Daily Objectives

• To practice using pre-reading purpose for close-reading a text

• To compare and contrast how a theme or central idea of a text is developed in an academic and a literary nonfiction text

• To build academic and literary vocabulary:• Voice (academic,

informal)

• Ethnic identity • Cultural identity• Cultural Heritage • Cultural

Inheritance• Pluralism• Quandary• Quadroon

Honors. Unit 1. Cultural Conversations.

“The problem with communication… is the illusion that it has been

accomplished.”

Entry Tasks –complete within two minutes of bell1. Pick up Springboard book off shelf (routine)2. Turn in signed class guidelines (due today)3. Collect and turn in outside reading registrations (Due 9/26)4. Turn to pg 8 and number paragraphs:

What is Cultural Identity article –should be 8¶ – Ethnic Hash on pg 11 –should be 13¶ – (“boil the

chicken” is 11 ¶)Agenda1. Quickly finish Activity 1.22. Vocabulary Work3. House Reading 4. “Cultural Identity”

1. Rhetorical questions2. Inclusive pronouns3. Diverse punctuation4. Active verbs5. Illustrative examples

5. “Ethnic Hash”1. 1st person point of view2. Punctuation to create humor3. Fragments4. Tone Shifts5. Vivid details and descriptions

*You’ll need three diff colored highlighters

Voice in Grease

https://www.youtube.com/watch?v=ZS9SXH3DfT8

https://www.youtube.com/watch?v=ZS9SXH3DfT8

Word Map

Ethnic Identity

Your definitionExample/text reference

Cultural Identity


Voice


Pluralism


Cultural Heritage


Cultural Inheritance


Quandary


Quadroon



• To practice using pre-reading purpose for close-reading a text

• To compare and contrast how a theme or central idea of a text is developed in an academic and a literary nonfiction text

• To build academic and literary vocabulary:• Voice (academic,

informal)

• Ethnic identity • Cultural identity• Cultural Heritage • Cultural

Inheritance• Pluralism• Quandary• Quadroon


Entry Tasks –complete within two minutes of bell1. Pick up Springboard book off shelf (routine)2. Collect and turn in outside reading registrations

(Due 9/26)3. Turn to pg 10 and answer question 6. Be prepared

to share with the class.4. Review vocabulary from yesterdayAgenda1. “Cultural Identity”

1. Rhetorical questions2. Inclusive pronouns3. Diverse punctuation4. Active verbs5. Illustrative examples

How does this text contribute to the development of ideas about cultural identity?

2. Read “Ethnic *Hash”1. 1st person point of view2. Punctuation to create humor3. Fragments4. Tone Shifts5. Vivid details and descriptions

Group discussion & Writing prompt on page 13A Single Story

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story


• Writing workshop for last night’s homework: prompt on page 13

• Identify different types of phrases and use them in writing

• Revise writing to include phrases and parenthetical expressions

• To build academic and literary vocabulary:• Diction• Syntax• Gerund Phrases• Participial Phrases• Infinitive Phrases• Prepositional

Phrases• Appositive Phrases• Parenthetical

Expression


Entry Tasks –complete within two minutes of bell1. Pick up Springboard book off shelf (routine)2. Collect and turn in outside reading registrations (Due 9/26)3. Review vocabulary for understanding

4. Complete the following sentence frame on a post-it note:Many people of my cultural heritage believe _____; however, my cultural inheritance varies because I _____.

Agenda1. With your group, answer questions 8-11 on

page 13.2. Look at the rough draft writing sample you

completed as homework:1. What specific stylistic elements do you use to

establish an informal tone in your writing? Identify or add two.

2. Ask a tablemate to identify vivid details in your writing. It should be obvious. Don’t dig.

3. Where do you use creative punctuation to articulate your VOICE?

3. Activity 1.4 DICTION*SYNTAX4. Edit your homework to add or modify syntax

that includes gerund, participial, infinitive, prepositional, appositive, and parenthetical phrases.

Use Pages 398-400

Deaf Gain

https://www.youtube.com/watch?v=F5W604uSkrk

Word Map –reverse side

Diction

Your definition

Example/text reference

Syntax

Your definition


Gerund Phrase

Your definitionVerb as a noun

Example/text referenceWe spent the day working on reading and writing

Participial Phrases

Your definitionVerb as an adjective


The stinking shoe

Infinitive Phrases

Your definitionTO + verb

Example/text referenceTo stay seemed rude

Prepositional Phrases

Your definitionUse of preposition to establish time

Example/text referenceAfter dinner, we’ll meet.I will see Tim on Wednesday.

Appositive Phrases

Your definitionModifying phrase set apart by commas

Example/text referenceBill, an AP student, sits next to her in math.

Parenthetical Emphasis

Your definition



• Writing workshop for last night’s homework: prompt on page 13

• Identify different types of phrases and use them in writing

• Revise writing to include phrases and parenthetical expressions

• To build academic and literary vocabulary:• Diction• Syntax• Gerund Phrases• Participial Phrases• Infinitive Phrases• Prepositional

Phrases• Appositive Phrases• Parenthetical

Expression


Entry Tasks –complete within two minutes of bell1. Pick up Springboard book off shelf (routine)2. Collect and turn in outside reading registrations (Due 9/26)3. Review vocabulary for understanding4. On a post it, write a sentence of your own creation about

cultural pluralism that uses one of the following phrases:

Pages 14 & 15 may help…

Agenda1. Review yesterday’s vocabulary 2. With your group, answer questions 8-11 on page 13.3. Look at your writing sample:

1.What specific stylistic elements do you use to establish an informal tone in your writing? Identify or add two.

2.Ask a tablemate to identify vivid details in your writing. It should be obvious. Don’t dig.

3.Where do you use creative punctuation to articulate your VOICE?4. Mark your writing to (add and) identify gerund, participial,

infinitive, prepositional, appositive, and parenthetical phrases.

5. Pair with someone who had the same color post-it as you. Have them read your piece aloud. Make changes that make your VOICE fluid and authentic.

Green post-it =gerund phrase Pink post-it = prepositional phrase

Blue post-it = appositive phrase Yellow post-it =participial phrase

Final Draft Typed Double Spaced In a font reflective of your tone and content No more than two pages Due Monday Bring in all stages of your writing process:

first draft, second, and final Highlight the rubric to demonstrate self-

assessment


• Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme of a text.

• Analyze a particular point of view regarding a cultural experience expressed in literature and art.

• Compare and contrast the representation of a subject in different media.

Honors. Unit 1. Cultural Conversations.Entry Tasks

1. Pick up Springboard book off shelf (routine)

2. Turn in your cultural identity essay: 1. (on top) rubric –highlighted to show self-

assessment 2. (followed by) FINAL DRAFT3. (then) Most recent drafts4. (lastly) Older, original drafts

3. Review vocabulary for understanding –Quiz Wednesday (20 words)Agenda1. Review Friday’s reading of “Two Kinds” *watch video clip2. Table groups review conflict graph on page 26, write a

team-theme sentence, and present key ideas and details from their chunk –in POEM

3. Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo

4. The Life and Times of Frida5. Metacognitive Markers

* makes me think/interesting… ? Question/really?/what?! cool

6. Activity 1.6

New Vocab: perspective, conflict, theme, symbol

http://www.youtube.com/watch?v=jYWKoMFjnbs


• Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme of a text.


• Compare and contrast the representation of a subject in different media.


Entry Tasks 1. Pick up Springboard book off shelf (routine)2. Review vocabulary for understanding –Quiz Wednesday (20

words)3. On page 29, draw arrows identifying Frieda’s use of

juxtapositionAgenda1. Activity 1.6 Two Perspectives on Cultural

Identity: Frieda Kahlo2. “Honestly Frida” pg 273. Metacognitive Markers

* makes me think/interesting… ? Question/really?/what?! cool

6. Activity 1.6• Juxtaposition• OPTIC• Stop it, huh• Legal Alien

New Vocab: perspective, conflict,

theme, symbol, juxtaposition

(def of juxtaposition on page 32)

O flagrante ocorreu by Edimar Soares


• Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme of a text. (Two Kinds)


• Compare and contrast the representation of a subject in different media. (Frida)


Pick up Springboard book off shelf (routine) Review vocabulary for understanding –Quiz Today!

Agenda1. Voice Activity Presentations “Stop it, huh”• Make sure you both understand the relationship,

situation, and tone of your dialogue

2.Legal Alien2.Highlight words/phrases that show Mora’s voice3.Juxtaposition in poetry4.Frida vs. Mora (#13 pg 33)5.Poem of your own -like Mora’s•Culturally based conflict•Internal, External, or Both•Use juxtaposition•In your voice (diction, syntax)•Share tomorrow






Pick up Springboard book off shelf (routine) On the post-it notes:

Identify an aspect within your culture that can cause conflict OR an example of how two of the cultures you belong to collide.

Agenda1.Legal Alien page 322.Poem of your own -like Mora’s•Culturally-based conflict•Internal, External, or Both•Use juxtaposition•In your voice (diction, syntax)•Be ready to read aloud…•You can do it

Cultural Perspective






Pick up Springboard book off shelf (routine)

Agenda1.Revise Poems•Culturally-based conflict•Internal, External, or Both•Use juxtaposition•In your voice (diction, syntax)

2. This Girl3. Monster4. Rehearse, practice voice

•Share ‘em at 9:30

https://www.youtube.com/watch?v=tv00xjClbx0&list=UUbQDhzxvT8kGpDdjZT19VQg

https://www.youtube.com/watch?v=jXk3uhlhAVY&list=UUbQDhzxvT8kGpDdjZT19VQg


• Apply and incorporate voice, juxtaposition, and conflict into student work.

• Annotate poems for voice and examples of juxtaposition.

• Consider the speakers’ voices in the poems read by classmates.

• Analyze cultural elements in a memoir in order to infer how cultural identity is central to the meaning of a work.

Honors. Unit 1. Cultural Conversations.Entry Information

1. Pick up Springboard book off shelf (routine)2. Vocab retake option:

1. 15 sentences using the literary/academic terms properly2. 1 example of each of the 5 grammatical phrases3. Retake during lunch, before/after school4. Must be completed before EA 1.1

3. Talk with your table: Have you picked up copy of your outside reading yet? Have you started your reading? What is your plan for getting the book read before Thanksgiving?Agenda

1. Annotate and rehearse poems –be prepared to read today

2. Share poems, receive snaps3. Exit slip: #culturalidentity (or cultural identity

conflict)4. By Any Other Name page 355. Gandhi Bio6. Connecting Cultural Identity to a Theme: use of

diction, voice, cultural elements, conflict, and tone.

7. 3 different color highlighters1. What cultural elements reveal a sense of the narrator’s

cultural identity?2. What are the reason for the conflict?3. How are the conflicts resolved?

https://www.youtube.com/watch?v=noyMtW_FKSg


• Analyze a mentor text to determine how a writer describes a multi-ethnic, multicultural heritage.

• Analyze cultural elements in a memoir in order to infer how cultural identity is central to the meaning of a work.

Honors. Unit 1. Cultural Conversations.Entry Information

1. Pick up Springboard book off shelf (routine)2. Vocab retake option:

1. 15 sentences using the literary/academic terms properly2. 1 example of each of the 5 grammatical phrases3. Retake during lunch, before/after school4. Must be completed before EA 1.1

3. Talk with your table: Have you picked up copy of your outside reading yet? Have you started your reading? What is your plan for getting the book read before Thanksgiving?

Agenda1. Multi-culturalism Explained in One Word:

HAPA (p41)2. How does the writer use a hook for her

statement about heritage?3. How does the writer define her cultural

identity?4. How does the writer challenge other

people’s expectations related to her cultural identity?

5. SOAPSTone p436. EA 1.1 Revisited and Preplanned with

SOAPSTone7. First draft due Friday at the start of class

September 4, 2014

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