read this to yourself. read it silently. don’t move your lips. don’t make a sound

Read this to yourself. Read it silently. Don’t move your lips. Don’t make a sound.

Listen to yourself. Listen without hearing anything. What a wonderfully weird thing, huh?

NOW MAKE THIS PART LOUD! SCREAM IT IN YOUR MIND!DROWN EVERTHING OUT.

No, hear a whisper. A tiny whisper.

Now, read this next line with your best crotchety-old-man voice:

“Hello there, sonny. Does your town have a post office?”Awesome! Who was that? Whose voice was that?

It sure wasn’t yours!

How do you do that?How?!

Must be magic.

September 3, 2014

Chose your own seat today.

We will have a different desk arrangement tomorrow.

Rigley LA10

5th period 12:41-1:15

6th period1:21-1:55

1. 7 letters and/or numbers [that identify you]2. Tags [month and year of your birth]3. The state [where you were born, live, or want to be]4. The “state” motto [favorite quote or words you live by]5. Logo/Picture [symbol(s) that you identify with]6. Color [favorite colors or important color combo]7. Bolts [things/people that hold your life together]8. Frame/Holder [unique saying, personalizes the plate]

…and the “welcome” survey

September 4, 2014

Brief introduction to classroom & procedures(Syllabus on Monday)Table group introductions

Observations, Inferences, and Predictions with OPTIC and photography

Objectives:1. To practice “close reading” with visual

text2. To use the OPTIC strategy for

analyzing a “text”

Quick table introductions (homebase)

• Go around the table and introduce yourself. Say your name even if

“everyone knows.”

• Share something you did this summer that you never want to

forget, and either

1. The song you can’t stop listening to right now

2. The book you’re reading

3. What you’re going to do when you get home

• Then, number yourself 1-3 or 1-4

• Wait to hear the question you will answer for your group.

OverviewLook at the artwork for at least 10 seconds. Generate questions; e.g., What is the subject? What strikes you as interesting, odd, etc.? What is happening?

Parts

Look closely at the artwork, making note of important elements and details. Ask additional questions, such as: Who are the figures? What is the setting and time period? What symbols are present? What historical information would aid understanding of this piece?

Title

Consider what the title and any written elements of the text suggest about meaning. How does the title relate to what is portrayed? If untitled: title it. Why does that work?

Inner-relationships

Look for connections between and among the title, caption, and the parts of the art. How are the different elements related?

Conclusion

Form a conclusion about the meaning/theme of the text. Remember the questions you asked when you first examined it. Be prepared to support your conclusions with evidence.

OPTIC strategy for analyzing a photograph as a class

Parts


TitleConsider what the title and any written elements of the text suggest about meaning. How does the title relate to what is portrayed? If untitled: title it. Why does that work?

Inner-relationships


ConclusionForm a conclusion about the meaning/theme of the text. Remember the questions you asked when you first examined it. Be prepared to support your conclusions with evidence.


Parts


Title


Inner-relationships


Conclusion


OPTIC strategy for analyzing a photograph in your group


Parts


Title


Inner-relationships


Conclusion


OPTIC strategy for analyzing a photograph on your own

Sudan Famine by Kevin Carter O flagrante ocorreu by Edimar Soares



Parts



TitleConsider what the title and any written elements of the text suggest about meaning. How does the title relate to what is portrayed? If untitled: title it. Why does that work?


Inner-relationships



ConclusionForm a conclusion about the meaning/theme of the text. Remember the questions you asked when you first examined it. Be prepared to support your conclusions with evidence.

September 5, 2014Individual survey

Must commit to one answer or the otherEven if you can see both sides

Whole class value discussion based on surveySmall group discussion

Objectives:1. To activate prior knowledge and

understanding surrounding cultural themes and conflicts

September 5, 2014What pre-judgments do you tend to make of people?

Is it possible to avoid such prejudice or stereotyping?

What is stereotyping? What are some stereotypes?

Why do you believe someone or something is stereotyped?

Are media images realistic or hyper-inflated stereotypes?

Should a man be judged by his demeanor? What draws you to others?

What is a hate crime?

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

•Crash

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 in your assigned seats please

•Turn in your signed syllabus anytime between now and next Monday.

•OPTIC work•Continue watching Crash

September 10, 2014•Sit in your assigned seats please

•Turn in your signed syllabus anytime between now and next Monday.

•OPTIC work•Review O and P•Discuss T –title

•Continue watching Crash

Rick Cabot (Brendan Fraser) is the white district attorney of Los Angeles. Jean Cabot (Sandra Bullock) is Rick's white wife, whose racial prejudices escalate after the carjacking. Anthony (Chris "Ludacris" Bridges) is an African-American inner-city car thief. He believes that society is unfairly biased against blacks, and at one point in the film he justifies his actions by saying he would never hurt another black person. Peter Waters (Larenz Tate) is Anthony's friend and partner in crime. Like Anthony, he is black, but he humorously scoffs at Anthony's paranoia over racism. Graham Waters (Don Cheadle) is a detective in the Los Angeles Police Department. He is disconnected from his poor family. Officer John Ryan (Matt Dillon) is a white police officer who molests Christine, a black woman, during a traffic stop.

Officer Tom Hansen (Ryan Phillippe) is disgusted by his partner's racism and the city's inaction. Hansen overreacts, draws his gun, and shoots Peter. Cameron Thayer (Terrence Howard) is a black television director who becomes distraught after witnessing Officer Ryan molest his wife and realizing that the very show he produces is propagating racist stereotypes about black people. Christine Thayer (Thandie Newton) is Cameron's wife. Daniel (Michael Peña) is a Mexican-American locksmith who faces discrimination from Jean and others because he looks like a "gangbanger" (has tattoos, shaved head, baggy jeans) to them, when he is actually a devoted family man. Farhad (Shaun Toub) is a Persian store owner who is afraid for his safety. He is depicted as a man frustrated by the racial harassment he experiences in the United States, as well as deterred by difficulties with speaking English (despite being an American citizen). Dorri (Bahar Soomekh) is Farhad's daughter, and is more acclimated than her father to American culture.

http://en.wikipedia.org/wiki/Brendan_Fraser

http://en.wikipedia.org/wiki/White_American

http://en.wikipedia.org/wiki/District_attorney

http://en.wikipedia.org/wiki/Sandra_Bullock

http://en.wikipedia.org/wiki/Ludacris



http://en.wikipedia.org/wiki/Larenz_Tate

http://en.wikipedia.org/wiki/Larenz_Tate

http://en.wikipedia.org/wiki/Don_Cheadle

http://en.wikipedia.org/wiki/Don_Cheadle

http://en.wikipedia.org/wiki/Los_Angeles_Police_Department

http://en.wikipedia.org/wiki/Matt_Dillon

http://en.wikipedia.org/wiki/Ryan_Phillippe

http://en.wikipedia.org/wiki/Ryan_Phillippe

http://en.wikipedia.org/wiki/Terrence_Howard

http://en.wikipedia.org/wiki/Thandie_Newton

http://en.wikipedia.org/wiki/Thandie_Newton

http://en.wikipedia.org/wiki/Michael_Pe%C3%B1a

http://en.wikipedia.org/wiki/Michael_Pe%C3%B1a

http://en.wikipedia.org/wiki/Mexican-American

http://en.wikipedia.org/wiki/Shaun_Toub

http://en.wikipedia.org/wiki/Shaun_Toub

http://en.wikipedia.org/wiki/Persian_people

http://en.wikipedia.org/wiki/United_States

http://en.wikipedia.org/wiki/Citizen

http://en.wikipedia.org/wiki/Bahar_Soomekh



http://en.wikipedia.org/wiki/Cultural_assimilation

http://en.wikipedia.org/wiki/American_culture

September 11, 20141. Turn in signed syllabus (if you haven’t yet)

2. Discuss Inner-relationships and Conclusion of Crash.

3. Complete a sentence frame paragraph highlighting own words.

4. Move into Springboard books

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

perceptions.2. Introduce Springboard text and systems.

The film Crash is set in ___ (setting), and highlights several

stereotypes including: ___, ___, and ___. One of the most

interesting stereotypes is of ___ (character name) because while

it appears that ___, in reality ___. This part of the movie

highlights the theme of ___ because ___. In addition to the

stereotyping of individual characters, the inner-relationships

among ___ characters is ___. For example, ___ (character) is ___

(describe). Yet, he/she is connected to ___ (character) (describe)

because ___. These characters CRASH in the sense that ___. In

conclusion, the lesson viewers should take from the film is ___.

September 12, 2014

Double check seating chart (some changes)

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

2. Grab Springboard book

3. Culture brainstorm

4. Unpack EA 1.1

5. Communication activity

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 Ana Salazar Jake Weichinger Lesly Ortega

Table 2 Brooklynn Forte Blake Foster Alex Caldwell

Table 3 Kristina Gubarik Seth Hillard Lindsey Jones

Table 4 Clint Larrea Preston McNeil Gwenn McWayne

Table 5 Garrett Rosin Sarah Arnold Jaylene Landreth

Table 6Breezy

Ruth-DoswellGerardo Gonzalez Hayley Mozingo

Table 7 Nik Tyson Marco Vega Mauricio Chavez

September 15, 2014Daily Objectives

• To explore the concept of culture and the role it plays in personal perceptions• To analyze the

communication process to develop collaborative discussion norms

LA10. 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. Turn to pg 7 and answer questions 7 and 8

Agenda1. Reflect on communication

activity from Friday: what was easy, what was challenging, what can be learned?

2. Page 7 and class norms3. Activity 1.2 on page 64. Backpack dump5. Writing prompt on page 7

One paragraph* to vividly describe the object, connect it to your culture, and articulate the significance of the object to you.

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


• 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. 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. Illustrative examples

5. “Ethnic Hash”1. Punctuation to create humor2. Fragments3. Tone Shifts4. Vivid details and descriptions

*You’ll need three diff colored markers

Voice in Grease

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

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

Word Map

Ethnic Identity

Your definition

Example/text reference

Cultural Identity

Your definition


Voice

Your definition


Pluralism

Your definition


Cultural Heritage

Your definition


Cultural Inheritance

Your definition


Quandary

Your definition


Quadroon

Your definition



• 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. Turn to pg 10 and answer question 6. Be prepared

to share with the class.3. Review vocabulary from yesterday

Agenda1. Reread “Cultural Identity” to look for

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” to find remaining vocabulary terms1. 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


P3 Seating ChartTable 1 Abe O’Darious Cat Victoria

Table 2 Fidel Cassie Alex Kiara

Table 3 Alfredo Dontrell Kelsy Sebastian

Table 4 Aariq Kayla Noit Zach

Table 5 Cristie Michelle Anthony Luis

Table 6 A. Kirby Jaymee Julian Maddie

Table 7 Conner Danielle A. Cooney


• 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• Prepositional

Phrases• Appositive Phrases• Parenthetical

Expression


Entry Tasks –complete within two minutes of bell1. Pick up Springboard book off shelf (routine)2. Review vocabulary for understanding

3. Complete the following sentence frame on a post-it note:People who stereotype me might think that I___; however, my cultural identity varies because I actually ___.

Agenda1. Activity 1.2 Syntax and vocabulary2. Page 13 numbers 8-11 3. Begin a draft of the writing prompt:

Chose a characteristic of your culture and use it to explain your cultural identify. How are you either totally part of this culture? OR how are you a part of the culture but totally different? In what ways does your culture give you a sense of community, perspective, and identity?

Use specific stylistic elements to establish an informal tone in your writing:1. 1st person point of view2. Punctuation to create humor3. Fragments4. Tone Shifts5. Vivid details and descriptions

Deaf Gain

A Single Story

1 page. Handwritten. Single spaced. Due tomorrow.

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



Word Map –reverse side

Diction

Your definition


Syntax

Your definition


PerspectiveYour definition


ConflictYour definition


ThemeYour definition


SymbolYour definition


Juxtaposition

Your definition


Prepositional Phrases

Your definition


Appositive Phrases

Your definition


Parenthetical Phrases

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

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 (p2 activity 1.4)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.

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

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


• 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.

LA10. Unit 1. Cultural Conversations.Entry Tasks

1.Pick up Springboard book off shelf (routine)

2.Review vocabulary for understanding –Quiz Wednesday (14 words)

Agenda1. Reread “Two Kinds” 2. *watch video clip3. Table groups complete conflict graph on page 26,

write a team-theme sentence, and present key ideas and details from their chunk.

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

5. The Life and Times of Frida6. 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






1.Pick up Springboard book off shelf (routine)

2.Review vocabulary for understanding –Quiz Wednesday (15 words)

Agenda1. Activity 1.6 Two Perspectives on Cultural Identity: Frieda

Kahlo2. The Life and Times of Frida3. Metacognitive Markers

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

6. Activity 1.6 • OPTIC• Legal Alien• JUXTAPOSITION• Collage: art that portrays your cultural identity

New Vocab: perspective, conflict, theme, symbol,

juxtaposition

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






Pick up Springboard book off shelf (routine) Review vocabulary for understanding –Quiz TODAY (15

words)Agenda1. Vocab Quiz2. Create a collage that portrays aspects of your

identity. What would your collage say about your

perspective on your own cultural identity? Consider specific images you can use as evidence

to depict or symbolize potential conflicts that arise when various aspects of your culture collide.

Because artwork, like literature, speaks to an audience, keep in mind the message you want your audience to “read” as they view your work.

2. On the back: Your name Identify and explain five of your images Due at the end of class


• 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. (Frieda and Mora)

• Compare and contrast the representation of a subject (cultural identity) in different media. (Frieda and Mora)


Pick up Springboard book off shelf

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

A typical characteristic of my ethnic identity is _____; yet, a quality within my cultural identity is ____.Agenda

1. Turn in Collage –DUE TODAYOn the back:

Your name Identify and explain five of your images

2. Pat Mora: Legal Alien page 323. Compare/Contrast Frida & Mora4. Creative Writing Prompt page 32• As a table (practice)• As an individual (assessment)

Cultural Perspectives

Need help? See paragraphs 1-2 on page 8.

Frida Mora

Name: JordynAge: 15.5, grade 10, sophomore Physical description: shoulder-length, sandy blonde hair, green eyes, 5’8”, size 4, thin

Family: Mom had Jordyn when she was only 16. Biological mom and dad married when Jordyn was 8. Her baby brother was born when Jordyn was 10. In the last few weeks, her parents have decided to separate because of her dad’s extra-marital relationship. She’s often responsible for babysitting her autistic little brother because her parents work a lot. She adores him and they have a sweet relationship. Her family is not wealthy, but Jordyn’s grandparents often buy her more expensive items (shoes, phone, etc) so some people think she’s a spoiled rich girl.

Friends: She’s had the same group of friends since she was in elementary school. But since starting high school, some of them have changed: partying, hooking up with random boys, compromising their values to be “popular.” They see Jordyn as a prude because she doesn’t want to party or smoke. She’s not particularly religious, but she doesn’t want to let her family down. She sometimes gets herself into trouble because she’s nice to boys who mistake her kindness for interest. One asked her out this summer, and when she declined, he spread rumors that she was a slut.

School: She gets decent grades and works hard at learning: something else her friends don’t seem to care about. She likes to read. Her parents want her to do running start to help pay for college, but she wants a typical high school experience. She is in drama club, but one of the upperclassmen acts like a Mean Girl and it makes Jordyn sick, but she’s kinda afraid to speak out against her, for fear that the Mean Girl will turn on her. Jordyn wants to be a kindergarten teacher or a veterinarian.


• 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. (Frieda and Mora)

• Compare and contrast the representation of a subject (cultural identity) in different media. (Frieda and Mora)


Pick up Springboard book off shelf Progress reports will be emailed this afternoon. Many of

you have missing assignments that need to be turned in ASAP.

Agenda1. Collage –DUE YESTERDAY2. Pat Mora: Legal Alien page 32

(mentor text)3. Creative Writing Prompt page 32• As a table (practice)• As an individual (assessment)•Culturally-based conflict•Internal, External, or Both•Use juxtaposition•In your voice (diction, syntax)•Be ready to read aloud…

4. Bend It Like Beckham…identifying cultural conflict (internal and external)

two sides:1.2.

emotion of speaker/tone of poem:

audience:

2. This Girl3. Monster

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.

LA10. Unit 1. Cultural Conversations.Entry Information

1. Pick up Springboard book off shelf (routine)

2. Wanna retake the vocab quiz?1. 15 sentences using the literary/academic terms properly2. Retake during lunch, before/after school3. Must be completed before EA 1.1

3. Check Skyward!!! Turn in missing assignments ASAP!

Agenda1. Annotate poems from Friday

2. Check-in slip: cultural identity 1. Put your name on the post it2. Answer: What culture do you identify with?

3. Bend It Like Beckham1. What cultural elements reveal a sense of Jess’s cultural

identity?2. What are the reason for the conflict?3. How are the conflicts resolved?4. How do the conflicts in Jess’s culture help you identify

your own?

Third Period Fifth Period 1. Check Skyward!!! 2. Turn in missing

assignments ASAP!

3. You can re-write writing assignments1. attach original paper to

second submission2. Must be completed

before 10-10-14

4. You can retake the vocab quiz1.15 sentences using the

literary/academic terms properly

2.Retake during lunch, before/after school

3.Must be completed before 10-10-14


• 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.

LA10. Unit 1. Cultural Conversations.Entry Information

1. Pick up Springboard book off shelf (routine)

2. Wanna retake the vocab quiz?1. 15 sentences using the literary/academic terms properly2. Retake during lunch, before/after school3. Must be completed before EA 1.1

3. Check Skyward!!! Turn in missing assignments ASAP!

Agenda2. Check-in slip: cultural identity

1. Put your name on the post it2. Answer:

What culture do you identify with?

3. Bend It Like Beckham1. What cultural elements reveal a sense

of Jess’s cultural identity?2. What are the reason for the conflict?3. How are the conflicts resolved?4. How do the conflicts in Jess’s culture

help you identify your own?

read this to yourself. read it silently. don’t move your lips. don’t make a sound

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