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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

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.
to examine culture as a thematic concept to analyze poem and generate response to literature

quilting

Unit

1

Activity

1.2

To examine culture as a thematic conceptTo analyze poem and generate response to literature

Pages 6-9

funny in farsi
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?
to identify components of effective communication

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

to examine and respond to the unit s essential question to analyze and apply academic vocabulary

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
slide7
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

slide8

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:

in pairs
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)

slide10

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

slide11

Food

Music

Activities/Hobbies

Clothing

Beliefs

Individual

slide12

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
slide13

Poetry Assignment due _____:

  • Typed copy of Where I’m From poem due
  • Include TWIST strategy for poem.
slide14

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
slide15

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!
slide17

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!

slide18

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

slide19

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?

to represent voice in writing using tone diction and punctuation

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.

to develop awareness of voice in speaking and writing to analyze personal voice in writing

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

slide22

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.
slide23

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.
page 31 questions 1 2 options writing portion of notebook

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
slide25

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.

to develop awareness of voice in speaking and writing to analyze personal voice in writing1

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?
slide27

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).

slide28

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.

slide29

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.

slide30

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: