september 4, 2014
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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
Word Map
Ethnic Identity
Your definitionExample/text reference
Cultural Identity
Your definitionExample/text reference
Voice
Your definitionExample/text reference
Pluralism
Your definitionExample/text reference
Cultural Heritage
Your definitionExample/text reference
Cultural Inheritance
Your definitionExample/text reference
Quandary
Your definitionExample/text reference
Quadroon
Your definitionExample/text reference
September 16, 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.
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
September 17, 2014Daily Objectives
• 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
Honors. Unit 1. Cultural Conversations.
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
Word Map –reverse side
Diction
Your definition
Example/text reference
Syntax
Your definition
Example/text reference
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
Example/text reference
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
Example/text reference
September 18, 2014Daily Objectives
• 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
Honors. Unit 1. Cultural Conversations.
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
September 22, 2014Daily Objectives
• 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
September 23, 2014Daily Objectives
• 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. 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
September 23, 2014Daily Objectives
• 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)
• 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. (Frida)
Honors. Unit 1. Cultural Conversations.Entry Tasks
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
September 25, 2014Daily Objectives
• 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)
• 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. (Frida)
Honors. Unit 1. Cultural Conversations.Entry Tasks
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
September 26, 2014Daily Objectives
• 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)
• 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. (Frida)
Honors. Unit 1. Cultural Conversations.Entry Tasks
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
September 29, 2014Daily Objectives
• 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?
September 30, 2014Daily Objectives
• 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
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