Hook, Housekeeping & Homework Monday

• What do you know about President John F. Kennedy? • John F. Kennedy's Inaugural Address • https://www.youtube.com/watch?v=5C3gqIR8RoI• JFK's Famous Inaugural Address Passage• https://www.youtube.com/watch?v=mxa4HDgfWFs• John F. Kennedy Assassination Footage • https://www.youtube.com/watch?v=icHXZg4QQ3Y• JFK's Assassination• https://www.youtube.com/watch?v=rEVfKKjODBg

• Homework: Complete ARG Steps 2 & 3 for “American History”

Past, Present, Future Monday

• Read “American History” and annotated for characteristics of fictional narrative

• Inference and “American History”

• Socratic Seminar of “American History”• Return Formative #1• Formative #2!

Text Types Monday

Standard(s) 2 Reading for All Purpose Objective: you will be able to make inferences (based on setting) and identify the characters and plot of “American History.”Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Develop & Apply Monday

Purpose: to analyze the setting of the story and how this impacts the mood (atmosphere)Tasks: Look back in the story “American History,” jot down descriptive details about the story’s setting, or the time and place in which it occurs. These details can be specific words or phrases from the text as well as complete passages. When you have finished, draw a conclusion about how these descriptive details add to the overall mood or emotion of the story.TimeYear – Other Events/Conditions of Time Period – Season – WeatherPlaceEl Building – Paterson, New JerseyOverall Mood

Instruction: Obtain Monday

Time:• Year: 1963• Other Events/Conditions of Time Period: Cold War with Russia (shifting struggle for power• between the democratic government of the United States and the communist regime of• Russia); space race; racial injustice and segregation• Season: winter—“I hated the city, especially in winter.”• Weather: a typical gray November day—“It was a cold gray day in Paterson. The kind that• warns of early snow.”Place:• E1 Building: “The Puerto Rican tenement known as E1 Building…was like a monstrous• jukebox, blasting out salsas from open windows as the residents, mostly new immigrants• just up from the island, tried to drown out whatever they were currently enduring with• loud music.”• Paterson, New Jersey: “Every Sunday we drove out to the suburbs of Paterson, Clifton, and• Passaic, out to where people mowed grass on Sundays in the summer, and where children• made snowmen in the winter from pure white snow, not like the gray slush of Paterson,• which seemed to fall from the sky in that hue.”Overall Mood of Story:• The overall mood of the story reflects the dreariness and oppressiveness of city life forimmigrants

Activities: Develop & Apply Monday

Tasks:1. Split a sheet of paper with a shoulder partner2. Clear your desk accept for the ½ sheet and a writing utensil3. Write you proper heading in the upper right corner• Your last name & initial (or your ID #)• My name (Mrs. Durland)• Class & period (E3H P___)• Date (9/16/13)

4. Number your paper 1 – 155. Write answers only6. Turn in7. Discuss answers

Instruction: Obtain Monday

Selection Quiz1. Mr. DePalma2. Eugene3. Elena’s mother4. Eugene’s mother5. Elena6. Elena’s mother7. Eugene’s mother8. Eugene9. Elena10. Eugene11. D12. A13. C14. B15. D

Text Types Monday

Standard(s) 2 Reading for All PurposeObjective: you will be able to make inferences (based on setting) and identify the characters and plot of “American History.”Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

• DOL Reflection: What conclusions did you come to today about the story?

• Homework: Complete ARG Steps 2 & 3 for “American History”

Hook, Housekeeping & Homework Tuesday

New grades are posted. Look at them before the bells rings.How did you do on the Formative Assessment 1 over “A Quilt of a Country”? Did you do as well as you thought you would or better?Were you absent for Formative Assessment 1 over “A Quilt of a Country”? Did you make arrangements to make it up? Did you come in to make it up?

Homework: Read through the Socratic Seminar Questions and be prepared for a graded discussion tomorrow.Have you completed or started your ARG Steps 2 & 3 for “American History”? Do so!

Past, Present, Future Tuesday

• Read “American History” and annotated for characteristics of fictional narrative

• Return Formative #1• Formative #2 by next Monday!

• Inference and “American History”• Socratic Seminar of “American History”

Text Types Tuesday

Standard(s) 2 Reading for All Purpose and 3 Writing and CompositionObjective: you will be able to identify assessment criteria and areas of need for your SCR responseRelevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain I Do Tuesday

Rubric

TYPO

Instruction: Obtain I Do – You Do Tuesday

Purpose: to identify the elements of the assessment promptTask: Dissect the prompt• Focus – Instruction – Circle the Verb• Format – Audience - TopicOutcome: an understanding of whether or not you explicitly or implicitly addressed the promptRespond in the Comments area: Did you explicitly address all elements of the prompt within your paragraph. If not, what are you lacking?

Anna Quindlen wrote the op-ed article “A Quilt of a Country” shortly after the terrorist attacks on the World Trade Center and Pentagon. Consider Quindlen’s main idea and the craft tools she uses to develop the main idea. Write a short constructed response that identifies one essential craft tool/convention that she uses in the article to support her main idea. Give specific examples of the craft tool and explain how the craft tool develops the main idea. Use one of the following craft tools for your analysis: figurative language, historical references (allusions), quotes from respected authorities, or word choice (diction).

Instruction: Obtain I Do – You Do Tuesday

Thesis/Topic Sentence• Subject (op-ed article, “A Quilt of a Country, “ Anna Quindlen)• Assertion/Main Idea (America is diverse but united & unique)• Key Term/Craft Tool (figurative language or historical reference &

allusion or quotes from respected authorities, or word choice)Supporting SentencesEx – “Examples”Exp – Explain and Elaborate: What is it? What does it mean? How is it used? Why is it used? How does it support the main idea?Respond in the Comments area: Did you explicitly identify, exemplify, and explain/elaborate? If not, what are you lacking?

Conclusion: How do these examples work together to support the main idea

Activities: Develop & ApplyWe Do – You Do TuesdayPurpose: to engage in peer feedback that enables you to develop ideas to revise your writingTasks:1. Meet in small groups and read your paragraphs aloud2. Using the assessment criteria, provide each group member with one specific,

positive commentI like the way you…. You should continue to…Had a clear topic sentence with sub, m.i, craft ; Established the main idea up front; Used more than one example; Embedded a quote within your own words; Named a specific figure of speech; Connected the two examples in your explanation… ETC.

3. Using the assessment criteria, provide each group member with one specific suggestion or idea for improvement

Have you considered…Using the example of….; Using a short direct quote from the text like….; Stating the main idea up front like….; Re-wording that sentence so it says…; Explaining the example by saying…

4. Write your peer’s comments in the Comments area Outcome: ideas to revise your writing

Text Types Tuesday

Standard(s) 2 Reading for All Purpose and 3 Writing and CompositionObjective: you will be able to identify assessment criteria and areas of need for your SCR responseRelevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Demonstration of Learning (DOL): What did you learn today about your assessment response?• If you plan to revise, remember you must schedule a 30-45

minute block of time with me within the next week and the original must be turned in with the revision.

Homework: Read through the Socratic Seminar Questions and be prepared for a graded discussion tomorrow.Have you completed or started your ARG Steps 2 & 3 for “American History”? Do so!

Hook, Housekeeping & Homework Wednesday/Thursday• Open up your comp notebook and respond in writing to the following: What do you

know about your own ethnic, racial, or cultural background? • If you are unsure, that is okay write about what you know AND don’t know. Do you

know anything about how/why you came to Colorado? To your neighborhood? Do you associate yourself with a particular race or culture or religion? Why and how?

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.

HOMEWORK: HERITAGE PROJECT STEP 1 INTERVIEW DUE MONDAY, SEPTEMBER 23RD

Past, Present, Future Wednesday/Thursday

• Return Formative #1 (Revisions by Monday!)

• Socratic Seminar of “American History”• HERITAGE PROJECT

• HERITAGE PROJECT• Formative #2 by next Tuesday?!

Instruction: Obtain Wednesday/Thursday

Heritage ProjectSteps and Due DatesStep 1 Interview a Family Member Due Monday, Sept. 23rd 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?

Instruction: Obtain Wednesday/Thursday

Step 2 Additional Resource(s) Due ELP Wed/Thurs, Sept. 25th/26th • Another interview (family, teacher, etc.)• Family documents, photos, etc.• Reference book/encyclopedia • .org or .gov web sites

Step 3 Due Friday, Sept. 27th

Step 4 Due Friday, Sept. 27th

Step 5 Due Monday, Sept. 30th

Step 8 Due Friday, October 4th

Step 10 Due ELP Wed/Thurs, Oct. 9/10

Text Types Wednesday/Thursday

Standard 1 Oral Expression and ListeningOral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goalsObjective: In a large group, you will be able to listen actively, pose thoughtful questions, and contribute findings & supporting information about “American History.”Essential Question(s): Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are practicing the skills needed in any workplace or postsecondary setting. By reading various text types, we examine aspects of ourselves and others and how social and historical events impact the way in which we communicate.

Activities: Develop & ApplyWe Do Wednesday/Thursday

Purpose: to come to a class understanding of expectations for discussionsTask: • Discuss the following questions: 1. Why is being able to effectively function in a collaborative

group a necessary skill? 2. How do effective groups balance individual responsibility

with group interdependence?3. What should be the criteria or guidelines for participation in

a page group discussion?• Outcome: criteria for class discussions

Activity: Develop Wednesday/Thursday

What criteria could be used to measure the effectiveness of a group?• Everyone contributes, ask other’s opinions• Ask a meaningful question• Respect each other, no bashing• Stay on topic• Let others finish thought• No side tracks, side conversations• Academic vocabulary• Prepared – text, notes, etc.• Know what you’re talking aboutHow will we help everyone participate and speak in an orderly manner?Talking stick/ball? Facilitator? Raised hands? Round the circle?

Activity: Develop & Apply Wednesday/Thursday

Purpose: to come to a better understanding of the short story “American History” and practice our large group discussion skillsTasks:1. Form into a fishbowl discussion group – sit where you can see and hear your

partner (typically across the bowl from him/her)2. Make sure you have appropriate materials out (short story, writing utensil,

other notes, Observation Form)3. Observer – use the Observation Form to document how often your partner is on

or off task with the discussion and record reflection notes (plus, Check, minus)4. Speaker – participate in the conversation by posing and responding (with

supporting evidence) to questions that analyze the components of the story (characters, setting, point of view, conflict, rising action, climax, falling action, resolution, and theme) - REFER TO THE TEXT WHEN RESPONDING

5. Switch!6. Turn in the completed Observation Form at the end of the discussionsOutcome: a better understanding of the story and of the expectations for large group discussions

Text Types Wednesday/Thursday

Standard 1 Oral Expression and ListeningOral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goalsObjective: In a large group, you will be able to listen actively, pose thoughtful questions, and contribute findings & supporting information about “American History.”Essential Question(s): Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are practicing the skills needed in any workplace or postsecondary setting. By reading various text types, we examine aspects of ourselves and others and how social and historical events impact the way in which we communicate.

DOL Reflection: What did we do well? On what do we need to work?

HOMEWORK: HERITAGE PROJECT STEP 1 INTERVIEW

DUE MONDAY, SEPTEMBER 23RD You may complete steps at a faster pace than the due dates.

10th Standards1. Oral Expression and Listening1. Content that is gathered carefully and organized well successfully influences an audience2. Effectively operating in small and large groups to accomplish a goal requires active listening2. Reading for All Purposes1. Literary and historical influences determine the meaning of traditional and contemporary literary texts2. The development of new ideas and concepts within informational and persuasive manuscripts3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts3. Writing and Composition1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience2. Organizational writing patterns inform or persuade an audience3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process4.Research and Reasoning1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Activities: Develop & Apply Monday

• Purpose: to practice the active reading skill of inference• Tasks: 1. Read the “Activity: What can you infer?” graphic organizer

directions and examples2. Complete the graphic organizer by…

1. giving an example of text evidence2. identifying the craft used3. explaining how the example shows a disparity between whites

and immigrants• Outcome: an understanding of how Ortiz Cofer uses craft to

show the disparity between whites and immigrants

Coming Up!• ELP• American Heritage• Socratic Seminar

• Monday• Disparities and inference chart• Theme

• Tuesday• Formative and/or Book Talks

• ELP• This I Believe Jigsaw• Friday• Formative and/or Book Talks