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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] Answer questions 1-3 on page 5

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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. 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

  9. 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) • Metaphor • Anaphora • T.W.I.S.T. your own poem

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

  11. EA 1.1 Embedded Assessment 1.1: pg 25 Review Rubric: pg 26-27 highlighted differences between Exemplary, Proficient, Emerging Pick symbol –for mobile Unpack Embedded Assessment 1.2: pg 49

  12. EA 1.1 Embedded Assessment pg25 • Review Rubric: pg 26-27 highlighted differences between Exemplary, Proficient, Emerging • Pick one symbol –for mobile • Unpack Embedded Assessment 1.2: pg 49

  13. 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

  14. 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.

  15. Sit with the people you’re doing the blue dialogue sheets with. Analyzing components of voice Unit 1 Activity 1.11 To develop awareness of voice in speaking and writingTo analyze personal voice in writing • You will have ceramic pieces by Friday –for project completion over the weekend (including writing component) –see pages 24-27 • Review & rehearse blue half-sheet dialogues. Pick *one scene to perform for the class. Review page 14, and consider nonverbal communication as well. • TONE WORD BRAINSTORM: how author feels about subject • Word choice (‘tone’ word ie. Bitter, Dismal, Melancholy, Pessimistic)

  16. 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

  17. 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.

  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. Experimenting with tone Activity 1.13 Page 33 To build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone • Share tone array (pg 33). Identify words as positive, neutral, negative • Identify subject of “Imagine.” Mark words/phrases (diction) that establish tone. • Analytical paragraph (in groups) CEC • Claim [thesis]“Mary Poppins is a great movie because of its wacky songs, its magical elements and its funny characters.” • Evidence [cd]“Supercalifragilisticexpialidocious is an entertaining song sung during the horse riding episode.” • Commentary [cm]“This song has a tune that gets stuck in your head partially due to lyrics such as, ‘um-diddle-iddle-iddle-um”, which lifts your spirits when you hear them. Furthermore, the song is based on this ridiculously long word, which provides comic relief in the scene when George finally breaks down and laughs at the bank when he is being fired from his job. His inappropriate laughter is a situation in which the audience can identify and with which they can then sing along.” • Write a creative response to Lennon’s poem about the likelihood of acquiring a peaceful world. Use the tone that the teacher gives you (#lowkey). Use diction that conveys the tone. Underline intentional words and phrases that show diction.

  20. 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).

  21. 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 • Modify punctuation to communicate tone • Perform • 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. 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.

  22. 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. 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 This weekend’s homework was: • 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. 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. 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.

  23. Psat: this Wednesday!*wear college gear*

  24. National spirit dayThursday

  25. Many Voices, Many Selvesidentify how voice alters with roleto create two different voicesdefine subculture and how voice is related to it. Page 47 • Brainstorm as a group the roles you play in life… (pick one as a group) • Consider how each group you’re a part of has its own kind of language, and they probably adopt a different voice when they are around members of that groups. Think about what you say/how you say it. • Select two voices you use (consider symbols on blueprint) • Identify typical things that you might say in each of those voices. Share your voices with the group and explain how they are different.

  26. Poetry packet • One of your voices will be in poem form • (the other will be a monologue) • Today: class villanelle. Pages 20-24

  27. Class Villanelle • 10 minutes to finish your group’s part of the villanelle [the tercet or quatrain] • We will share and then pick the lines to be used as the refrain. • Each group will get a chance to revise their stanza. • We will compose a final villanelle as a class.

  28. Sonnet with partner • 14 lines • 3 quatrains and a concluding couplet • ABAB CDCD EFEF GG • Transform our class villanelle into a sonnet. Revise the purpose and content to reflect the new form. Be prepared to share with the class by the end of the period.

  29. Iambic pentameter ba BOOM/ba BOOM/ba BOOM/ba BOOM/ba BOOM When I/do COUNT/the CLOCK/that TELLS/the TIME Shall I/comPARE/thee TO/a SUM/mer’s DAY? Thou ART/more LOVE/ly AND/more TEM/perATE I AM/a PI/rate WITH/a WOOD/en LEG we HOLD/these TRUTHS/to BE/self EV/i DENT For sonnet

  30. The sonnet-ballad by Gwendolyn Brooks

  31. “Two original texts that reflect two distinctive voices you possess. You will share one in a memorized, oral presentation.” Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures. Poem: 2nd draft due tomorrow Monologue: 1st draft due tomorrow October 29, 2013 Wednesday: editing workshop for monologue Thursday & Friday: in lab typing final draft of poem, monologue and reflection. EA 1.2 Due Tuesday, November 5th [also when you present memorized piece]

  32. Sharing your voice Purpose: to represent voice in writing using tone, diction, and punctuation EA 1.18 You’ll need: school blueprint from activity 1.17 • Revisit your lists of voices, roles, subcultures, and choose ONE voice you would be comfortable sharing with others. • Draft a written text (monologue –does not have to be conversation). Use the graphic organizer on page 48 to think about the components of voice: tone, language, diction, purpose of the message, audience, and occasion. • Use RAFT to focus your attention on audience, formant and topic. Be sure to choose the appropriate subject matter and diction. Be clear and deliberate with the words and phrases you chose.

  33. What is good writing Identify and reflect on qualities of good writing To revise drafts to meet the criteria of good writing EA 1.19 • Use a separate sheet of paper to write a multi-paragraph draft of your monologue voice. • Since this is a draft, just write. Having too much is better than not having enough. • Compare your draft to the rubric on pages 51-52. • Page 53: What is Good Writing? Compare the qualities you identify to your monologue draft.

  34. Reflection page 54 Thinking about Concepts #1 #2 Thinking about Connections #3 Where I’m from EA 1.1 Monologue –character Class, partner poems Stereotype Poem EA 1.2 Poem –culture Monologue –you #4 #5 –attach to each selection you chose in #3

  35. Cover page Poem Reflection Monologue First and Last name November 5, 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 5 At the start of class –print before you enter Staple in this order “memorize” your poem or your monologue for delivery on Tuesday

  36. Cover [1] Reflection [4] Questions [2] 1st artifact [3] First Artifact: (ie character monologue) 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. Thinking About Thinking Portfolio Entry Concept: Description of artifact: Commentary on Questions: PAGE 54 [Thinking about connections # 3, 4, 5] For 1startifact First and Last name November 8, 2013 Unit One Reflection PAGE 54 Thinking about Concepts #1 #2 Reflection [6] 2nd artifact [5] Second Artifact: (ie Embedded Assessment 1.1) By: first & last name Artifact One I have chosen two items that represents me culturally and that symbolizes friendship, hard work, and some of my favorite memories. Artifact Two The first item I have picked to represent me is a plumeria, I bet at first you’re wondering “What the heck does a flower have to do with you?” Well it single, left ear taken. The memories that pop up when I see this flower is a little girl walking on to a stage in a long grass skirt (that gets stuck in between her legs), behind my ear. Thinking About Thinking Portfolio Entry Concept: Description of artifact: Commentary on Questions: PAGE 54 [Thinking about connections # 3, 4, 5] For 2ndartifact Unit One Reflection Due Friday, November 8 At the start of class –print before you enter Staple in this order

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