Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday • How was your weekend? • Turn to a shoulder partner and discuss • Homework: None!

Hook, Housekeeping & Homework Monday Turn to a shoulder partner, and tell a story with these images.

Past, Present, Future Monday • Thesis on Theme “Push and Pull” • Formative Assessment • Annotation of “Still I Rise” • Thesis on Theme “Still I Rise” • Poetry – features and Conventions • Imitation Assignment

Literary Analysis Across Text Types Monday Standard(s) 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to show what you know through active reading (annotation of text) and writing a thesis on theme of a poem. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Instruction: Obtain I Do Monday • USE YOUR ARG – including the fine print! • USE YOUR HANDOUTS & NOTES – including “Writing Thematic Statements,” sample thesis statements and active verbs • Poem “Still I Rise” • I SHOULD BE ABLE TO READ YOUR THOUGHT PROCESS • ANNOTATE THE TEXT (interrogate) • WRITE YOUR THESIS CLEARLY ON THE BACK OF “STILL I RISE” ONLY • TURN IN

Instruction: Obtain I Do – We Do Monday Overall Purpose: to prepare you for your individual assessment. Task A • Locate/have out your Active Reading Guide • Predictions based on the title? “Still I Rise” • Read the poem silently to yourself • Read aloud as a class (author) http://www.youtube.com/watch?v=JqOqo50LSZ0 http://www.youtube.com/watch?v=7HiE4lt_DUY

Continue…. Work through the ARG Discuss & Annotate the text for Content & Craft • Where does the author use specific, powerful words? Purpose? Effect? • Where does the author use simile, metaphor, personification, allusion? Purpose? Effect? • Where does the author use imagery (ideas that trigger you to see, hear, smell, taste, touch)? Purpose? Effect? • For each stanza, select a specific word, OR figure of speech OR image. Purpose? Effect? • What emotions or attitudes do these words, figures of speech, or images create for the reader? What implications or connotations do they have? • Feel free to draw a sketch or symbol to the right of each stanza to reinforce the power and message of the poem • The purpose of the poem is to ______________. • The primary audience seems to be ____________________ because ______________________________. • The poem conveys the theme that __________________________. • Stanza _______ best reflects this purpose because it shows ________. • The theme is especially revealed through the lines/words _______________ because ___________________________.

Activities: Develop & ApplyWe Do – You Do Monday Purpose: to show what you know through active reading (annotation of text) and writing a thesis on theme of a poem. Tasks: Formative Assessment Your goal for today’s formative assessment is to…. • Annotate the poem “Still I Rise” for ARG elements (Content AND CRAFT) • Demonstrate how well you can write a thesis statementabout the theme of the poem. • Remember, a thesis statement contains an identification of the subject (text type, author and title) and an assertion (today = an inference of a theme. • Please write the thesis statement for “Still I Rise” on the back of the poem – Use correct spelling, grammar/usage and punctuation! Outcome: Turn in the annotated poem with the thesis written on the back (detach other poems) – make sure your heading is on it!

Literary Analysis Across Text Types Monday Standard(s) 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to show what you know through active reading (annotation of text) and writing a thesis on theme of a poem. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Hook, Housekeeping & Homework Tuesday • Open your composition notebook, create 3-columns of about 6-8 lines each. Label the chart Poem’s Topics/Subjects. Label each column with the title of the poems we’ve read Poem’s Topics/Subjects Brainstorm 6-8 topic/subject words for each poem; Consider the information provided about Claude McKay when making that list; “Still I Rise” has been started for you (add at least 4 more words to it) Now, look across the rows, what common threads or ideas to you see? Discuss with a partner. Homework: Text Type: Poem imitation due Friday

Past, Present, Future Tuesday • Formative Assessment • Annotation of “Still I Rise” • Thesis on Theme “Still I Rise” • Poetry – Features and Conventions • Producing a Text Assignment • MYP Rubric & Producing a Text Assignment • Next Text Type • “American History”

Literary Analysis Across Text TypesTuesday Standard(s) 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to determine the criteria for you text type: poetry imitation assignment and begin to develop you ideas for it. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • How do two or more texts compare in their treatment of the same issue? • What do I believe about the issue studied in the mentor texts? • How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Instruction: Obtain You Do - We Do Tuesday Purpose: to determine common topics/subjects across the mentor texts and reflect on our personal beliefs and ideas regarding those. Tasks: 1. Identify common topics/subjects immigration – heritage – culture – race, race relations 2. Now, in your comp notebook do a quick writestarting with the initial question centered below and then addressing one (or more) of the following: What do you believe about the issues studied in the 3 mentor texts? What are yourthoughts, opinions or beliefs? • What do you know about your family roots, immigration history, or cultural heritage? How you feel about what you do or do not know? What would you like to know? • Immigration is a hot-button issue in America, with very valid concerns on all political sides of the issue. What are your thoughts and feelings about immigration? • What is something you and your family (past or present) has had to overcome or “rise above”? Explain. Outcome: initial thoughts to consider for your first mentor text imitation

Activities: Develop & ApplyWe Do Tuesday Purpose: to determine common features/conventions and craft tools of the mentor texts Tasks: Create another chart Poem’s Features and Craft Tools - A few have been filled in to get you started. (Use your notes & ARG) Outcome: What common feature and craft tools do you see across text?(poster)

Assignment Part 1 - Due Friday Formative Assessment: Theme and craft in poetry Producing a Text Create an original 14+ line poem that communicates your belief about the issue (immigration, culture, heritage, race) studied in the mentor poems and deliberately uses appropriate craft moves for an intended impact. Features/Conventions & Craft Moves: • Theme • Diction (precise, vivid word choice for intended impact) • Figurative language • Repetition • Stanza structure • Imagery: see, hear (including dialogue), smell, taste, touch • Allusion • Sound devices (end line rhyme, alliteration, etc.) Make sure to…. • Determine who the audience is • Determine what the intended impact on the audience is • Make purposeful choices as a writer throughout the text to create an intended impact on the audience(using craft moves above) • Word process, include an original title and a proper heading

Assignment Part 2 - Due Friday Formative Assessment: Theme and craft in poetry Statement of Intent The statement of intent should explain 1) the larger theme you convey in the poem and 2) how you used the conventions/craft tools of poetry to achieve your purpose. Be sure to provide specific examples to show how you used, for instance, figurative language, or patterns of diction, or imagery, or sound and structure, etc., and explain the effects of those specific examples on the reader. You are, in effect, explaining and analyzing your own poem. Length: 200-300 words Due: Friday, along with the poem

Literary Analysis Across Text Types Tuesday Standard(s) 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to determine the criteria for you text type: poetry imitation assignment and begin to develop you ideas for it. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • How do two or more texts compare in their treatment of the same issue? • What do I believe about the issue studied in the mentor texts? • How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Hook, Housekeeping & Homework Wednesday Open your composition notebook, and do some quiet written reflection: • What work did you do last night on your Producing a Text: Poem assignment? How do you feel about what you’ve written? What do you need to add or take out? • What is the specific issueyou are addressing (immigration, heritage, culture, race)? Are you looking at it from a personal perspective or a broader, more universal perspective? • What beliefs, thoughts, opinions are you putting forth in your poem? What is your purpose (to…)? • Who is your intended audience? What effect do you want to have on your audience? • What types of comparisons (figurative language) or imagery (see, hear- dialogue – smell, taste, touch) or diction (specific, powerful words) etc. are you using to convey this effect? Homework: Write your Statement of Intent tonight! Begin writing your poem! Producing a Text: Poem – Due Friday!

Past, Present, Future Wednesday • Poetry – Features and Conventions • Producing a Text Assignment • MYP Rubric & Producing a Text Assignment • Next Text Type • “American History”

Literary Analysis Across Text Types Wednesday Standard(s) 2. Reading for All Purposes 2. The development of new ideas and concepts within informational and persuasive manuscripts Objective: you will be able to identify and explain similarities and differences in the MYP Literature and Language: Producing a Text grading criterionand consider the ideas for your statement of intent. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • How do two or more texts compare in their treatment of the same issue? • What do I believe about the issue studied in the mentor texts? • How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Instruction: Obtain We Do Wednesday #1 Purpose: to identify and define key words in the MYP Literature and Language Criterion: Producing a Text Tasks: • Go across the row and identify (highlight or box) descriptors that change (e.g. high - considerable – adequate – limited) • Discuss and define these words. What are the differences? Outcome: definitions for descriptors #2 Purpose: to identify the common criterion by which the work is judged Task: • Look across the row and underline the common criterion (e.g. Personal engagement – creative process) Outcome: Discuss what these ideas mean. How will they be represented in your poem and/or statement of intent?

What do these words mean? How do they vary in degree and intensity?

Notice the subtle differences…

Activities: Develop & ApplyWe Do – You Do Wednesday Purpose: To discuss and identify the criterion, in simpler terms, within the 3 mentor texts. Task: Read & Discuss (see mentor poems as models) The student: • (i., ii., and iii.) conveys strong ideas and feelings in the poem; • uses language and craft toolscreatively to explore the topic; • developsa perceptive theme and creates emotional impact; • includes vivid, specific details rather than broad generalities; • in statement of intent, clearly explains and reflects on his/her use of language, details and craft tools to create certain meanings and effects on the reader. What does these look like in a poem? In a Statement of Intent?

Model Statement of Intent In my narrative, I wanted readers to understand the plight of children of illegal immigrants. They live with the secret that their parents—and they themselves—are illegals, and the fear of deportation. I want to show that many of are motivated to improve their lives through education and partake in the American Dream, but they face many problems getting a college education because of their illegal status. The theme of my story has to do with the paradox of the American Dream: It is unfair that America’s promise is not available to all who deserve it. The main literary tool I use in my narrative character and dialogue. My main character, Alejandro, is a very successful and motivated student who is keeping the secret of his family’s illegal status. He approaches the conflicts he faces to get a college education with both a sense of fear and strength. The other main character in the story, Alexis, helps emphasize the unfairness of Alejandro’s dilemma. When, in their opening dialogue, Alexis says, “Guess what Alejandra. I got it! The President’s Scholarship. Tuition and board. I’ll be able to afford to go to DU now.” I looked down. “What’s the matter. Isn’t it wonderful. What have you heard from colleges so far?” she asked. Alejandro’s inability to answers dramatizes the paralyzing bind immigration law has put him in. I use descriptive imagery—beginning on “a cold, gray rain lashing the windows” and ending with “bright sunshine on the White House lawn”—helps emphasize the way the story moves from despair to hope. The plot, with the Congressman who finds out about Alejandro’s plight and asks Alejandro to testify in Washington about the need for the Dream Act, offers hope for change. And when in the ending Alejandro opens the “gleaming, leather bound copy of the Constitution” this document becomes a symbol of both a new chapter opening Alejandro’s life and progress that America is making to live up to its founding ideals.

Literary Analysis Across Text Types Wednesday Standard(s) 2. Reading for All Purposes 2. The development of new ideas and concepts within informational and persuasive manuscripts Objective: you will be able to identify and explain similarities and differences in the MYP Literature and Language: Producing a Text grading criterion and consider the ideas for your statement of intent. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • How do two or more texts compare in their treatment of the same issue? • What do I believe about the issue studied in the mentor texts? • How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator? Homework: Write your Statement of Intent tonight! Begin writing your poem! Producing a Text: Poem – Due Friday!

Hook, Housekeeping & Homework Thursday • Turn to a shoulder partner and review: • What is a statement of theme? • What is a thesis statement? • Have out your “Writing Thematic Statements or What IS a Theme Anyway?” - Review it • How well did you and your shoulder partner define theme? • Grab a “ What is a Thesis Statement?” handout from the table • Read through and annotate • How well did you and your shoulder partner define thesis? Homework: Producing a Text – Poem and Statement of Intent due tomorrow at the beginning of the period!

Past, Present, Future Thursday • MYP Rubric & Producing a Text Assignment • Formative – Re-view & re-write! • Heritage Project = Summative • Next Text Type • “American History”

Literary Analysis Across Text Types Thursday Standard(s) 2. Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to define theme and thesis and identify elements of a theme and a thesis in order to re-write your thesis on theme. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): What is a theme statement? What is a thesis and the elements of one? What is a thesis on theme for “Still I Rise”? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Instruction: Obtain We Do Thursday Identify the following: • Structure = “Title” - Author - Text Type - Theme – Correct/incorrect spelling, usage, grammar, mechanics • Theme = not a moral, directive (you), or order - Not trite or cliché - No specific names, events or quotes from piece - No absolutes (all, none, everything, always, we people) - Perceptive understanding of piece – universal • In the novel To Kill a Mockingbird, Harper Lee reveals the devastating effects of prejudice and how it reflects the ignorance of society. • In the novel Parrot in the Oven, Victor Martinez shows how race and economic level do not pre-destine an individual’s ability to achieve. • Arthur Poetica explores in his poem “Identity Crisis” how an individual must work to find his own true beliefs when torn between two separate worlds, each with its own set of values. • Tim O’Brien’s novel The Things They Carried explores the paradox of war, a hellish experience for soldiers, but one that they also find beautiful and exhilarating.

Instruction: Obtain We Do Thursday Purpose: to identify the structure and theme in various “thesis statements” in order to identify weaknesses Tasks: Identify the following in the mentor thesis statements. Structure = “Title” - Author - Text Type - Theme – Correct/incorrect spelling, usage, grammar, mechanics Theme = not a moral, directive (you), or order - Not trite or cliché - No specific names, events or quotes from piece - No absolutes (all, none, everything, always, we people) - Perceptive understanding of piece – universal • In the poem “If We Must Die”, Claude McKay shows that you must face your fears. • This poem by Claude McKay is about war. • In his poem, McKay hopes his Kinsmen will not die like hogs to these barking dog enemies.

Activities: Develop & ApplyWe Do Thursday Purpose: to identify the structure and theme in various thesis statements in order to identify commonalities and strengths Task: Respond to the following… • What is the main topic of Unit 1? What are the three sub topics? Immigration: culture, heritage, race • Where are the subjects and assertions in the thesis statements below? • How do we see these topics reflected in the mentor texts, based on the thesis statements below? • The poem “If We Must Die” by Claude McKay impresses upon his audience that though they are the minority, fighting for their cause is the honorable action. • In his poem “If We Must Die,” Claude McKay passionately appeals to the black conscience that to actively defend their place in society is noble rather than an cowardly. • John Myers reveals in his poem “Push and Pull” that immigration has been an on-going cycle. • John Myers’ poem “Push and Pull” conveys the idea that immigrants are all subject to the same types of discrimination but eventually become part of America.

Return & Reflect • How did you do with thesis on theme? • Let’s look at the poem…

Consider…. • Some said “Still I Rise” is about resiliency (topic), but what idea does she put forth about this? = topic + idea • If you don’t touch on a more specific, how do we know is it THAT poem? • If just about standing up for self, so is Claude MacKay’s poem, right? • Who is her audience? Who is “you”? • Who does she represented beyond herself? • Think about immigration, culture, heritage, race, what ties into this poem? How?

Instruction: Obtain We DoAdd to Your Annotations Thursday You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? 'Cause I walk like I've got oil wells Pumping in my living room. Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries? Does my haughtiness offend you? Don't you take it awful hard 'Cause I laugh like I've got gold mines Diggin' in my own backyard. You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I'll rise. Does my sexiness upset you? Does it come as a surprise That I dance like I've got diamonds At the meeting of my thighs? Out of the huts of history's shame I rise Up from a past that's rooted in pain I rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise Into a daybreak that's wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise I rise I rise.

Activities: ApplyWe Do - You Do Thursday Purpose: to identify strengths and weaknesses in our own thesis statements on theme in order to re-write the thesis. Who did not turn in the formative?* Tasks: • Find your small groups (1 find #1s etc**) • Share and compare your original statements’ • Discuss strengths and weakness based on feedback and today’s models; give and receive feedback • Return to your own seats • Re-write you thesis statement on the theme of “Still I Rise” and turn it in with the original * Period 1 6 groups #1 = 5 students; #2-#5 = 4 students each; #6 = 3 students) **Period 2 (join the 8s)

Literary Analysis Across Text Types Thursday Standard(s) 2. Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3. Writing and Composition Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience Objective: you will be able to define theme and thesis and identify elements of a thesis in order to re-write your thesis on theme. Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): What is a theme statement? What is a thesis and the elements of one? What is a thesis on theme for “Still I Rise”? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator? Homework: Producing a Text – Poem and Statement of Intent due tomorrow at the beginning of the period!

Hook, Housekeeping & Homework Friday • Staple your Statement of Intent on top of your poem and turn it in to the front table! • Does anyone want to share? Homework: Feel free to start working on your Heritage Project!

Past, Present, Future Friday • Formative – Re-view & re-write! • Introduction Heritage Project = Summative • Next Text Type • “American History”

Literary Analysis Across Text Types Friday Standard(s) 1. Oral Expression and Listening 2. Effectively operating in large groups to accomplish a goal requires active listening 2. Reading for All Purposes 2. The development of new ideas and concepts within informational and persuasive manuscripts Objective: you be able to identify components of and sets for the Producing a Text: Heritage Project Summative Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • What do I believe about the issue studied in the mentor texts? • What is the best text type to communicate my belief about the issue? How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator?

Instruction: Obtain I Do Friday StoryCorps About Us • Since 2003, StoryCorps has collected and archived more than 50,000 interviews with over 90,000 participants. Each conversation is recorded on a CD to share, and is preserved at the American Folklife Center at the Library of Congress. StoryCorps is one of the largest oral history projects of its kind, and millions listen to our weekly broadcasts on NPR’s Morning Edition and on ourListen pages. Mission • StoryCorps’ mission is to provide people of all backgrounds and beliefs with the opportunity to record, share and preserve the stories of our lives. We do this to remind one another of our shared humanity, to strengthen and build the connections between people, to teach the value of listening, and to weave into the fabric of our culture the understanding that everyone’s story matters. At the same time, we are creating an invaluable archive for future generations. Purpose: to introduce the Producing a Text: Heritage Project summative Task: Listen http://storycorps.org/?s=immigration&term=story • “She didn’t speak English but she understood A” • “I wrote President John F Kennedy…” • “I heard all these horror stories…” • “You were only 18 years old….” Outcome: What do these have in common?

Instruction: ObtainWe Do Friday Purpose: to identify… • the rationale for the project, • the general assignment, • the written components, including… • the possible formats (text types), • the statement of intent • the general research component, and • the creative aspect of the project Tasks: Read and annotate the Heritage Project” Assignment sheet Outcome: Questions? Concerns?

Instruction: Obtain We DoFriday Purpose: to identify the due dates and general steps to completing the Producing a Text: Heritage Project Summative Tasks: 1. Fill in the due dates • Introduce Project – Friday, Sept. 12 • Step #1 due Monday, Sept. 22 - Discuss Step 2 • Step #2 due Monday, Sept. 29 - Discuss Step 3 • Step #3 due Wednesday, Oct. 1 - Discuss Steps 4 & 5 • Steps #4 & #5 due Monday, Oct. 6 - Discuss 6 - 9 • Check in/Remind Steps #6 - #9 Oct. 7-14 (Tues - next Tues) • Step #10 due Wednesday, Oct. 15 = Project Presentations 2. Ask questions • Use Producing a Text Criterion • 60 points (15 each)

Literary Analysis Across Text Types Friday Standard(s) 1. Oral Expression and Listening 2. Effectively operating in large groups to accomplish a goal requires active listening 2. Reading for All Purposes 2. The development of new ideas and concepts within informational and persuasive manuscripts Objective: you be able to identify components of and sets for the Producing a Text: Heritage Project Summative Relevance: If you understand understand that different types of text communicate through certain shared features and conventions, and writers use specific craft tools to achieve purpose and effect, then you will be able to choose the text types and tools to best achieve your own purposes. Inquiry Question(s): • What do I believe about the issue studied in the mentor texts? • What is the best text type to communicate my belief about the issue? How do I want to affect my audience? Guiding Questions: • How do authors (including ourselves as writers) use different text types and the craft conventions that are essential to each text type to effect readers and achieve their purposes? • How can understanding the conventions of different text types help me become a better reader and communicator? What are your initial thoughts, feelings, ideas, questions about this project? What do you already know about your own ethnic, racial, or cultural back ground/heritage? (see next slides)

I Do I know that my great-grandfather on my dad’s side stowed away on boat from Italy, but my dad’s mother’s side was from Yugoslavia (which is no longer one country) and still had cousins who lived there. My dad’s side all settled outside of Pittsburgh, Pennsylvania, where he was born and raised. My mother’s side, on the other hand, is Irish and Czechoslovakian. My grandpa’s family members were some of the first Irish settlers in Texas, and my grandma’s side has been there for several generations, too. Although my grandmother spoke Czech, they did not teach it to my mother or siblings. Because my family has been here for several generations, and because I was born in the States, I am completely “American.” I do, however, have a sense of the cuisine of the areas from which my family came, as well as a sense of the history of why they came to the U.S.

What can you ask? Of whom? Step 1 Interview a Family Member What can you tell me about… … our heritage? Where our ancestors came from originally? … my grandparents? Where they were born? Where they lived/live? What they did for a living? … yourself? Where were you born? Where have you lived? What have you done for jobs? … my own background? Where was I born? How we came to Colorado? How did we end up in this neighborhood? Who in our family might know more about our heritage or my background?

Homework: Ask your parents, relatives, or guardians about your heritage and background. • When and why did your family come to the United Sates of America? To Colorado? To Colorado Springs? To your neighborhood? • What types of jobs have your ancestors/relatives had? What languages did they speak? What family stories do they know? • Who else could I speak to in order to find out more about our family ancestry? • If the answers are difficult to discover, that’s okay; that’s still information.

Colorado Academic Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4. Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Coming Soon….

Numbered Heads Together Purpose: to review and demonstrate knowledge of Task: Numbered Heads Together Groups of 4 – number off – each person needs his/her own sheet of paper – each group starts with one chip (breaking any rules can cause a loss of chips) • Think – NO talking, miming, writing, etc. • Write – NO talking, sharing paper, miming, etc. - If you don’t know the answer, write down the question • Share – Make sure EVERYONE in the group knows and understand the correct answer (write it on your own paper) • Spin & Respond – ONLY the number selected may respond - NO talking, miming, writing, etc. – I’m the judge; don’t argue. Outcome: knowledge of

Hook, Housekeeping & Homework Monday