September 4, 2014

1. September 4, 2014 • Hang on to summer reading assignment until the end of class. • Today: • Quick introduction to our space • Syllabus Monday • Meet your table • Like-book discussion • Mind Maps

2. September 4, 2014 • Due: • 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) • Break into five like-book groups for brief discussion • 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

3. September 4, 2014 • Due: • 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.

4. 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 themes Identify the three most important themes of the text and provide two examples of textual support for each Character Tweets Write 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) Graphics Include meaningful graphics on the map to emphasize major aspects of the novel. Focus not just on plot and places, but ideas as well.

5. September 5, 2014 Entry 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)

6. September 8, 2014 • Syllabus • Self-evaluation (week 1) • Socratic Seminar prep –due tomorrow Purpose: Produce clear and coherent writing in which the development and style are appropriate to task, purpose, and audiences.

7. 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 mom • Marley: 10, fifth grade • Taylor: five, Kindergarten why teach, free time, dogs, fav book, what will this class be like, strictness, homework

8. 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 • We will go over Socratic procedures • Be prepared to share at least two times • Contributions should be SPECIFIC and offer NEW INSIGHT Purpose: Produce clear and coherent communication in which the development and style are appropriate to task, purpose, and audiences.

9. 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.

12. September 11, 2014 Grab Springboard book! Turn in signed syllabus(if you haven’t yet) Outside reading registrations? Due by September 26th Continue unpacking EA 1.1 Activity 1.2 page 5 Concentric circles and communication activity #EA1.1exitslip • Today’s objectives • Explore the concept of culture and the role it plays in personal perceptions. • Analyze the communication process to develop collaborative discussion norms. Double check seating chart (some changes)

13. September 12, 2014 Grab Springboard book! Turn in signed syllabus(if you haven’t yet) Outside reading registrations? Due by September 26th Activity 1.2 page 5 Maybe 1.3 too • Today’s objectives • Explore the concept of culture and the role it plays in personal perceptions. • Analyze the communication process to develop collaborative discussion norms. Double check seating chart (some changes) America WA Auburn ARHS

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

20. Entry Tasks–complete within two minutes of bell Pick up Springboard book off shelf (routine) Turn in signed class guidelines (due today) Collect and turn in outside reading registrations (Due 9/26) 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 ¶) Honors. Unit 1. Cultural Conversations. September 15, 2014 • Daily 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 • Agenda • Quickly finish Activity 1.2 • Vocabulary Work • House Reading • “Cultural Identity” • Rhetorical questions • Inclusive pronouns • Diverse punctuation • Active verbs • Illustrative examples • “Ethnic Hash” • 1st person point of view • Punctuation to create humor • Fragments • Tone Shifts • Vivid details and descriptions *You’ll need three diff colored highlighters “The problem with communication… is the illusion that it has been accomplished.” Voice in Grease

21. Word Map

22. Entry Tasks–complete within two minutes of bell Pick up Springboard book off shelf (routine) Collect and turn in outside reading registrations (Due 9/26) Turn to pg 10 and answer question 6. Be prepared to share with the class. Review vocabulary from yesterday Honors. Unit 1. Cultural Conversations. September 16, 2014 • Daily 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 • Agenda • “Cultural Identity” • Rhetorical questions • Inclusive pronouns • Diverse punctuation • Active verbs • Illustrative examples • How does this text contribute to the development of ideas about cultural identity? • Read “Ethnic *Hash” • 1st person point of view • Punctuation to create humor • Fragments • Tone Shifts • Vivid details and descriptions • Group discussion & Writing prompt on page 13 A Single Story

23. Entry Tasks–complete within two minutes of bell Pick up Springboard book off shelf (routine) Collect and turn in outside reading registrations (Due 9/26) Review vocabulary for understanding Complete the following sentence frame on a post-it note: Many people of my cultural heritage believe _____; however, my cultural inheritance varies because I _____. Honors. Unit 1. Cultural Conversations. September 17, 2014 • Daily 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 • Agenda • With your group, answer questions 8-11 on page 13. • Look at the rough draft writing sample you completed as homework: • What specific stylistic elements do you use to establish an informal tone in your writing? Identify or add two. • Ask a tablemate to identify vivid details in your writing. It should be obvious. Don’t dig. • Where do you use creative punctuation to articulate your VOICE? • Activity 1.4 DICTION*SYNTAX • Edit your homework to add or modify syntax that includes gerund, participial, infinitive, prepositional, appositive, and parenthetical phrases. Use Pages 398-400 Deaf Gain

24. Word Map –reverse side

25. Entry Tasks–complete within two minutes of bell Pick up Springboard book off shelf (routine) Collect and turn in outside reading registrations (Due 9/26) Review vocabulary for understanding 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… Honors. Unit 1. Cultural Conversations. September 18, 2014 • Daily 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 • Agenda • Review yesterday’s vocabulary • With your group, answer questions 8-11 on page 13. • Look at your writing sample: • What specific stylistic elements do you use to establish an informal tone in your writing? Identify or add two. • Ask a tablemate to identify vivid details in your writing. It should be obvious. Don’t dig. • Where do you use creative punctuation to articulate your VOICE? • Mark your writing to (add and) identify gerund, participial, infinitive, prepositional, appositive, and parenthetical phrases. • 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.

26. 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

27. Honors. Unit 1. Cultural Conversations. • Entry Tasks • Pick up Springboard book off shelf (routine) • Turn in your cultural identity essay: • (on top) rubric –highlighted to show self-assessment • (followed by) FINAL DRAFT • (then) Most recent drafts • (lastly) Older, original drafts • Review vocabulary for understanding –Quiz Wednesday (20 words) September 22, 2014 • Daily 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. Agenda Review Friday’s reading of “Two Kinds” *watch video clip Table groups review conflict graph on page 26, write a team-theme sentence, and present key ideas and details from their chunk –in POEM Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo The Life and Times of Frida Metacognitive Markers * makes me think/interesting… ? Question/really?/what? ! cool Activity 1.6 New Vocab: perspective, conflict, theme, symbol

29. Honors. Unit 1. Cultural Conversations. • Entry Tasks • Pick up Springboard book off shelf (routine) • Review vocabulary for understanding –Quiz Wednesday (20 words) • On page 29, draw arrows identifying Frieda’s use of juxtaposition September 23, 2014 • Daily 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. (def of juxtaposition on page 32) • Agenda • Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo • “Honestly Frida” pg 27 • Metacognitive Markers • * makes me think/interesting… • ? Question/really?/what? • ! cool • Activity 1.6 • Juxtaposition • OPTIC • Stop it, huh • Legal Alien New Vocab: perspective, conflict, theme, symbol, juxtaposition

30. O flagrante ocorreuby EdimarSoares

32. Honors. Unit 1. Cultural Conversations. • Entry Tasks • Pick up Springboard book off shelf (routine) • Review vocabulary for understanding –Quiz Today! September 23, 2014 • Daily 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) • Agenda • Voice Activity Presentations “Stop it, huh” • Make sure you both understand the relationship, situation, and tone of your dialogue • Legal Alien • Highlight words/phrases that show Mora’s voice • Juxtaposition in poetry • Frida vs. Mora (#13 pg 33) • Poem of your own -like Mora’s • Culturally based conflict • Internal, External, or Both • Use juxtaposition • In your voice (diction, syntax) • Share tomorrow

33. 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. September 25, 2014 • Daily 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) • Agenda • Legal Alien page 32 • 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

34. Honors. Unit 1. Cultural Conversations. • Entry Tasks • Pick up Springboard book off shelf (routine) September 26, 2014 • Daily 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) • Agenda • Revise Poems • Culturally-based conflict • Internal, External, or Both • Use juxtaposition • In your voice (diction, syntax) • This Girl • Monster • Rehearse, practice voice • Share ‘emat 9:30

35. Honors. Unit 1. Cultural Conversations. • Entry Information • Pick up Springboard book off shelf (routine) • Vocab retake option: • 15 sentences using the literary/academic terms properly • 1 example of each of the 5 grammatical phrases • Retake during lunch, before/after school • Must be completed before EA1.1 • 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? September 29, 2014 • Daily 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. • Agenda • Annotate and rehearse poems –be prepared to read today • Share poems, receive snaps • Exit slip: #culturalidentity (or cultural identity conflict) • By Any Other Name page 35 • Gandhi Bio • Connecting Cultural Identity to a Theme: use of diction, voice, cultural elements, conflict, and tone. • 3 different color highlighters • What cultural elements reveal a sense of the narrator’s cultural identity? • What are the reason for the conflict? • How are the conflicts resolved?

36. Honors. Unit 1. Cultural Conversations. • Entry Information • Pick up Springboard book off shelf (routine) • Vocab retake option: • 15 sentences using the literary/academic terms properly • 1 example of each of the 5 grammatical phrases • Retake during lunch, before/after school • Must be completed before EA1.1 • 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? September 30, 2014 • Daily 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. Agenda Multi-culturalism Explained in One Word: HAPA (p41) How does the writer use a hook for her statement about heritage? How does the writer define her cultural identity? How does the writer challenge other people’s expectations related to her cultural identity? SOAPSTone p43 EA 1.1 Revisited and Preplanned with SOAPSTone First draft due Friday at the start of class