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To contextualize prior knowledge To Analyze the skills necessary for success in the unit

Previewing the Unit. Unit 1 Activity 1.1. To contextualize prior knowledge To Analyze the skills necessary for success in the unit. Highlight important words on page 4 Add unknown words to vocab journal [subcultures, diction, syntax, imagery, symbol, tone]

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To contextualize prior knowledge To Analyze the skills necessary for success in the unit

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  1. Previewing the Unit Unit 1 Activity 1.1 To contextualize prior knowledgeTo Analyze the skills necessary for success in the unit • Highlight important words on page 4 • Add unknown words to vocab journal [subcultures, diction, syntax, imagery, symbol, tone] • Answer questions 1-3 on page 5 • Unpack EA 1.1 [page 24] identifying skills and knowledgeneeded for assessment.

  2. quilting Unit 1 Activity 1.2 To examine culture as a thematic conceptTo analyze poem and generate response to literature Pages 6-9

  3. Funny in Farsi • Underline areas were the writer’s voice conveys aspects of culture clearly. • Highlight where the diction (choice of words/language/terms),syntax (order of words into phrases/sentences), and imagery (descriptions that play to the senses) help shape the author’svoice. • How does the author feel about women’s rights/gender equality in Iran?

  4. Effective Communication Unit 1 Activity 1.5 To identify components of effective communication Page 14 Face the back of your partner and get them to replicate the image on the yellow card I give you. Don’t peek. Use only your voice. Receiver Sender Message

  5. Contributions to our perceptions of the world Unit 1 Activity 1.6 To examine and respond to the unit’s essential questionTo analyze and apply academic vocabulary Page 16 • Complete graph with items shown by Rigs. • Answer essential question • Complete brainstorm • Bring in 5 items in a bag for Monday 9/30

  6. To apply practice of close reading to a visual image.To analyze the stylistic elements of a visual medium. Unit 1 Activity 1.7 Culture and Art Page 17

  7. Circles of influence Unit 1 Activity 1.9 To analyze a poem for theme and author’s craftTo create poetic emulation incorporating theme and style Pages 18-20 Tone: attitude about subject Word Choice: specific words, connotations Imagery: senses (sight, sound, smell, etc) Style: Use of language, poetic devices Theme: insight about life, big picture Thesis Statement:

  8. In Pairs Person A Activities 1.1 (q1, 2, 3) - 1.3 Person B 1.5 (pg 14) - 1.8 (T.W.I.) Both Go over Vocab journal (notebook) Review Embedded Assessment (Pg 24)

  9. Family: sayings, relatives, foods, music, art, mementos, rituals Neighborhood: parks, schools, landmarks, businesses School: friends, classmates, teachers, teams City: major streets, unique buildings, stadiums State: capital, state parks, tourist destinations Country: national identity and pride Page 21

  10. Food Music Activities/Hobbies Clothing Beliefs Individual

  11. Culture and Literature Unit 1 Activity 1.9 To explore and categorize the influences on personal cultureTo analyze imagery, structure, and technique of poem. Pages 21-23 Added to journal: images, connotation, denotation, diction, voice, symbol, eloquent, subculture, anaphora • Write poem at bottom of 23: • Imagery (sight, sound, touch, smell, etc) • Anaphora • T.W.I.S.T. your own poem

  12. Poetry Assignment due _____: • Typed copy of Where I’m From poem due • Include TWIST strategy for poem.

  13. EA 1.1 Embedded Assessment • Complete graph on page 25 • Pick 2 symbols from 5 categories (10 artifacts total) • Pick 2 from the ten and write a paragraph about each. • Review Rubric: pg 26-27 highlighted differences between Exemplary, Proficient, Emerging

  14. First Embedded Assessment EA 1.1 • Share both paragraphs (explaining why you chose this artifact to represent you in a significant way and how it symbolizes you culturally) ONE AT A TIME. • Group members will ask you at least 6 questions about information not addressed in your paragraph. For example: • Where did you get this artifact? How long have you had it? Why have you kept it? • Is it valuable or sentimental? • Is it one of a kind? What might it mean to others? • Does it have another meaning or purpose? • How does it connect to a larger culture? • Does it have significance to your family or others too? • Why did you pick this symbol? What does it say about you? • How are you going to use it in your 3D art piece? • Modify your paragraphs to include more information!

  15. First Embedded Assessment EA 1.1 DUE MONDAY OCTOBER 14, 2013 • 3-D artistic representation of your culture (including 10 artifacts from 5 categories) • 2 typed paragraphs explaining significance of 2 symbols • Reflection (to be completed in class) Use this!

  16. First Embedded Assessment EA 1.1 DUE TODAY! • 3-D artistic representation of your culture (including 10 artifacts from 5 categories) • 2 typed paragraphs explaining significance of 2 symbols • Reflection (to be completed in class) At the start of class: Staple your rubric (from Friday) to the back of your explanatory two paragraph text (typed)–you will turn that in at the end of class today Set up your 3-D display

  17. EA 1.1 Take art home. Pieces left by Tuesday will be thrown away Reflection: If you did not complete this assignment, use the reflection space to explain WHY. Also include your process: how did you create this? How did you make decisions? How do you feel with the final product?

  18. Embedded assessment EA 1.2 page 49 To represent voice in writing using tone, diction, and punctuation • Page 24-27 Write two original texts that reflect two distinctive voices you possess. You will share one of the two in an oral presentation. Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures.

  19. What gives writing a voice Unit 1 Activity 1.10-1.11 To develop awareness of voice in speaking and writingTo analyze personal voice in writing Pages 28-31 • Highlight words or concepts that are familiar to you. • Go back to Acosta, Dumas, Hughes, Lyon and pick the piece you think used an interesting voice. • Examine Mora’s diction and syntactical choices. See call-out. Voice Style Perspective Voice

  20. Oh • You just received balloons from someone special during 5th period. • You finally got the joke a friend told. • You just witnessed a minor car accident • You just received the highest grade on a project or scored the winning touchdown.

  21. Generative Word Sentences • Follow the directions below and create original, complete sentences that fulfill all of the conditions asked for. Please write your answers inside your journal book. • Example: Create a 6-word sentence which uses the noun “book” in the 3rd position. • Example Answer: My favoritebookisHarryPotter. • NOW YOU DO IT! • Create a 12-word sentence which uses the verb “assimilate” in the 4th position. • Many ___ immigrantsassimilateastheyjoinmainstreamAmerica’s ____ ___ ___. • Create an 8-word sentence which uses the adjective “cultured” in the 6th position. • ___ ___ ___ ___ ___ cultured ___ ___. • Create a 6-word sentence which uses the noun “artifact” in the 2nd position. • Create a 7-word sentence which uses the noun “imagery” in the 7th position. • Create a 5-word sentence which uses the noun “stereotypes” in the 2nd position. • Create a 9 word sentence which uses the term “subcultures” in the 1st position. • Create a 10 word sentence which uses the term “style” in the 5th position and “anaphora” in the 8th position. • Create a 8-word sentence which uses the term “voice” in the 2nd position and “writing” in the 7th position.

  22. Label it: 1.11 Voice Activity Page 31, Questions 1-2 Options“writing” portion of notebook Complete questions on page 30. Use your scenario for #1 and 2, then answer questions 3 and 4 Page 31, Questions 1-2, about a paragraph each: • To principal explaining why you’re late vs. telling your BFF why you were late to school • To your parent(s) describing a party last Saturday vs. describing it to a friend who couldn’t go • To your grandma explaining the attractive qualities of a romantic interest vs. telling your friends about them • To your parents persuading them to let you get a sports car vs. to your friends telling them why you want it • *GNO to your significant other vs. to a buddy whose significant other has them locked down • A date: from the perspectives of both people

  23. Voice and Style Unit 1 Activity 1.12 To write in a variety of voice and tonesTo examine text for stylistic components such as syntax, diction, and tone • Imagine a situation that makes you angry • Mad talk • Imagine a situation where someone needs comforting • Soft talk • Imagine a situation where you need to persuade someone • Fast talk Present orally (or *record yourself) one of these voices to the class.

  24. Analyzing components of voice Unit 1 Activity 1.11 To develop awareness of voice in speaking and writingTo analyze personal voice in writing • TONE WORD BRAINSTORM: how author feels about subject • Word choice (‘tone’ word ie. Bitter, Dismal, Melancholy, Pessimistic) • Page 34. What emotion or tone is associated with this emoji and when would you use it?

  25. Punctuating personality Activity 1.15 Page 35-41 To build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone Each group will get a monologue from pages 35-41. Do a close reading of the text. Mark the punctuation and explain how it affects the reader’s interpretation and oral delivery of the text. As a group, with your monologue, complete the SOAPSTone graphic organizer on page 42. Identify intriguing lines within the text and discuss the function and use of Lameman’s punctuation. Practice oral delivery of your monologue, using the punctuation marks to guide your delivery. You will perform this for the class. You and your group will decide the best way to do this (one, take turns).

  26. Punctuating Personality Activity 1.15 Pages 36-42 To build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone • Work in pairs on new monologue from teacher • Modify punctuation to communicate tone • Perform the edited/revised monologue from the teacher • Write/modify writing activity: Write an original monologue on a topic of your choice. Imagine that you are on the phone discussing a topic of significance to you. Write the dialogue of the conversation, highlight your feelings and thoughts on the subject. Punctuation much be a key element of the expression of voice. Add enough detail so that the reader can keep track of the topic as it is revealed. Have a clear beginning, middle, and end. You’ll need at least ½ page to do this. Review your monologue with your partner and revise by adding in appropriate punctuation marks and engaging details. Rehearse your monologue with your partner. Use pauses, facial expressions and vocal tone to convey the meaning and emotions of the text.

  27. You will be turning in your monologue at the end of class, but it’s ok to mark on it, make revisions throughout class. Be sure your name is on it. Your own monologue Unit 1 Activity 1.15 To write in a variety of voice and tonesTo examine text for stylistic components such as syntax, diction, and tone With a partner, revise your monologue. Add engaging details. Include responses to the “unheard” side of the conversation. Coach your partner so they can present your monologue to your table group. After each presentation, the group will provide feedback on what verbal and non-verbal features of the delivery best conveyed the voice of the speaker.

  28. Voices against stereotypes Unit 1 Activity 1.16 define stereotypeinterpret and analyze a poem using SOAPSTonegenerate a poem emulating the style of the published writer Page 43 Stereotypes Girls: Boys: Jocks: Honors kids:

  29. Monday, November 4 • Turn in 36 line stereotype poem AND pink SOAPSTone analysis graphic organizer. • Page 47

  30. Role: athlete Audience: Coach Format: post-practice talk Topic: playing time Role: daughter Audience: Mom Format: letter Topic: bad report card Page 48 Sharing your voice Tuesday, November 5purpose: to represent your voice in writing using tone, diction, and punctuation • Pick ONE of your “voices” and fill out the chart –you should have already processed this information. • Use these notes as you write about a topic of your choice in the voice you have chosen to share with others. Keep in mind that you are demonstrating your voice, not trying to describe it. • Consider the purpose of the writing, the audience, the tone, and the occasion. Be sure that your subject matter and word choice reflect the voice as accurately as possible. Use a separate sheet of paper for your response. Length minimum: one full side, single space

  31. Monologue and poem revision Pair with the person next to you. Have them read YOUR monologuealoud to you: listen. Make changes so it sounds more like how you meant for it to sound. Read your revised draft to your partner. Partners: offer two changes you’d suggest. Take them in to consideration. Think about your purpose and audience. Make sure your word choice and style convey your meaning. Review your draft for grammar, punctuation, spelling. Pair with someone else who completed the first draft of their stereotype poem too. (If you haven’t completed your stereotype poem: do that) Take out most of the “yes” and “no”s so it sounds more fluid. Add transitions (and, but, or, yet) Read your revised draft to your partner. Add punctuation so it so it sounds natural and voice. Think about your purpose and audience. Make sure your word choice and style convey your meaning. Review your draft for grammar, punctuation, spelling.

  32. Embedded assessment 1.2 EA 1.2 • Write a reflection that explains the different voice you portrayed in your two pieces. • Your stereotype poem • Your monologue (focus on your RAFT) • 2. Explain why using the appropriate voice in a given situation, audience, and purpose could be considered a necessary survival skill in the twenty-first century.

  33. Cover page Poem Reflection Monologue First and Last name November 8, 2013 Embedded Assessment 1.2 Presenting Two of My Voices (poem title*) By: first & last name Then our mother came inAnd she said to us two,“Did you have any fun?Tell me. What did you do?” And Sally and I did notknow what to say.Should we tell herThe things that went onthere that day? Well... what would YOU doIf your mother asked you? Your poem will be longer Than this I just wanted An example For space’s sake (monologue title*) By: first & last name ALICE: [Angrily] Why, how impolite of him. I asked him a civil question, and he pretended not to hear me. That's not at all nice. [Calling after him] I say, Mr. White Rabbit, where are you going? Hmmm. He won't answer me. And I do so want to know what he is late for. I wonder if I might follow him. Why not? There's no rule that I mayn't go where I please. I--I will follow him. Wait for me, Mr. White Rabbit. I'm coming, too! [Falling] How curious. I never realized that rabbit holes were so dark . . . and so long . . . and so empty. I believe I have been falling for five minutes, and I still can't see the bottom! Hmph! After such a fall as this, I shall think nothing of tumbling downstairs. How brave they'll all think me at home. Why, I wouldn't say anything about it even if I fell off the top of the house! I wonder how many miles I've fallen by this time. REFLECTION By: first & last name See number 14 on page 50: 1. Explain the different voices you portrayed in your pieces. 2. Explain why using the appropriate voice for a given situation, audience, and purpose could be considered a necessary survival skill in the 21st century. Embedded Assessment 1.2 Due TOMORROW, November 8 At the start of class –print before you enter Staple in this order Be prepared to present either your poem or monologue

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