To contextualize prior knowledge To Analyze the skills necessary for success in the unit

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 knowledge needed for assessment.

Unit 1

Activity 1.1

Previewing the Unit

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

Pages 6-9

Unit 1

Activity 1.2

quilting

Metacognitive Markers

* Interesting image

? Puzzling/question

! Personal connection

Games Cricket Jai alai Curling Soccer Rugby

Faith Islam Hindu Christianity Judaism Mecca

Food Sushi Borscht Poi Croissant Flautas

Clothing Blue jeans Kimono Sari Dashiki Hijib

Music Sitar Jembe Tango Diggery-doo Ukulele

Government Democracy Republic Communism Monarchy Socialism

Language Portuguese French Japanese Tagalog Swahili

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’s voice.• How does the author feel about women’s

rights/gender equality in Iran?

To identify components of effective communication

Unit 1

Activity 1.5

Effective Communication

Sender Receiver Message

Page 14Face 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.

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

Unit 1

Activity 1.6

Contributions to our perceptions of the world

1 Buddha

2 Ring necklace

3 Lisa Simpson4 Surfboard5 Color beads

To apply practice of close reading to a visual image.

To analyze the stylistic elements of a visual medium.

Page 17Unit

1Activity

1.7

Culture and Art

To analyze a poem for theme and author’s craftTo create poetic emulation incorporating theme and style

Pages 18-20Tone: attitude about subjectWord Choice: specific words, connotationsImagery: senses (sight, sound, smell, etc)Style: Use of language, poetic devicesTheme: insight about life, big pictureThesis Statement:

Unit 1

Activity 1.9

Circles of influence

Family: sayings, relatives, foods, music, art, mementos, ritualsNeighborhood: parks, schools, landmarks, businessesSchool: friends, classmates, teachers, teamsCity: major streets, unique buildings, stadiumsState: capital, state parks, tourist destinationsCountry: national identity and pride

Page 21

To explore and categorize the influences on personal cultureTo analyze imagery, structure, and technique of poem.

Pages 21-23Added 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

Unit 1

Activity 1.9

Culture and Literature

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

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

EA1.1

pg 25 • Review Rubric: pg 26-27 highlighted differences

between Exemplary, Proficient, Emerging

• Pick one symbol –for mobile

• Unpack Embedded Assessment 1.2: pg 49

EA1.1Embedded Assessment

Thurs Clay

Monday Paint

Wednesday Create

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.

Unit 1

Activity 1.10-1.11

What gives writing a voice

Voice

StylePerspectiveVoice

You just received balloons from someone special during 5th period.

You finally got the joke a friend told.You just witnessed a minor car accidentYou just received the highest grade on a

project or scored the winning touchdown.

Oh

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)

Unit 1

Activity 1.11

Analyzing components of voiceSit with the people you’re doing the blue dialogue sheets

with.

Page 31, Questions 1-2 Options“writing” portion of notebook

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

Label it:1.11 Voice

Activity

Complete questions on page 30. Use

your scenario for #1 and 2, then

answer questions 3 and 4

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.

Unit 1

Activity 1.12

Voice and Style

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.

EA 1.2

page 49

Embedded assessment

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.

Activity 1.13Page

33

Experimenting with tone

Activity 1.15Page 35-41

Punctuating personalityTo build tone word vocabularyTo analyze tone in a literary textTo create text that demonstrates tone

1. Each group will get a monologue from pages 35-41.2. 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.

3. As a group, with your monologue, complete the SOAPSTone graphic organizer on page 42.

4. Identify intriguing lines within the text and discuss the function and use of Lameman’s punctuation.

5. Practice oral delivery of your monologue, using the punctuation marks to guide your delivery.

6. You will perform this for the class. You and your group will decide the best way to do this (one, take turns).

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.

Activity 1.15

Pages36-42

Punctuating Personality

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.

Unit 1

Activity 1.15This 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.

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.

Psat: this Wednesday!*wear college gear*

Critical reading section one p5

1. B2. B3. D4. C5. A6. D7. D8. C

9. C10. A11. B12. E13. C14. A15. C16. E

17. A18. D19. A20. C21. E22. A23. B24. B

Critical reading section three p14

25. C26. B27. A28. D29. D30. D31. B32. B

33. C34. A35. E36. D37. C38. B39. E40. C

41. D42. B43. A44. E45. B46. D47. C48. D

National spirit dayThursday

WRITING SKILLS section FIVE p24

1. C2. E3. D4. B5. E6. A7. B

8. E9. C10.A11.C12.C13.E14.E

15.A16.E17.E18.E19.D20.C21.C

22.D23.E24.B25.D26.B27.A28.A

29.C30.A31.B32.B33.D34.E35.C

36.A 37.B38.B39.E

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.

Poetry packet

•One of your voices will be in poem form • (the other will be a monologue)

• Today: class villanelle. Pages 20-24

Villanelle

19 line poem (5 tercets, 1 quatrain) with two rhymes;

the first and third lines of the first tercet repeat alternately as a refrain, close each stanza, and serve as the final couplet of the quatrain

Idiom A language, dialect, or style of speaking particular to a people

Meter A pattern of stressed and unstressed syllables in poetry

Foot A certain number of syllables (usually 2-3) forming part of a line; it is the underling unit of rhythm

Iambic Pentameter

Meter consisting of an unrhymed line with five feet; alternating stressed and unstressed syllables. EX “We hold these truths to be self evident.”

Refrain Regularly repeated line at end of stanza

Tercet 3 line stanza that rhymes (ABA)

Quatrain 4 line stanza that rhymes (ABAB)

Lyric Addressed the reader directly; often written in first person

Sonnet A lyric poem with 14 lines (3 quatrains and a concluding couplet); often written in iambic pentameter.

Free Verse Poetry without fixed pattern of meter and rhyme

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.

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.

IAMBIC PENTAMETERba 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 SO

NN

ET

Ideas

•How does the author define her topic?•What is the author’s purpose?•What is the tone of the poem?

Organization

•How are the words and lines laid out on the page?•Why do you think the author made these choices?

Language

•Which compelling verbs, poetic techniques, and figurative language are evident in the poem?•What is the effect on the readers?•How do these techniques help to communicate ideas and create tone?

Conventions

•What kinds of punctuation does the writer use?•Which words are capitalized, and why?•How does the punctuation help to communicate ideas and create tone?

The sonnet-ballad by Gwendolyn Brooks

“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.

1. Poem: 2nd draft due tomorrow2. Monologue: 1st draft due tomorrowWednesday: editing workshop for monologueThursday & Friday: in lab typing final draft of poem, monologue and reflection.

EA 1.2 Due Tuesday, November 5th [also when you present memorized piece]

October 29, 2013

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.

EA1.18

Sharing your voicePurpose: to represent voice in writing using tone, diction, and punctuation

R RoleA AudienceF Format T Topic

•Relevant to the time period•Personal interest or concern•Related to an essential question

Be clear and deliberate with the words and phrases you chose.

1. Use a separate sheet of paper to write a multi-paragraph draft of your monologue voice.

2. Since this is a draft, just write. Having too much is better than not having enough.

3. Compare your draft to the rubric on pages 51-52.

4. Page 53: What is Good Writing? Compare the qualities you identify to your monologue draft.

EA1.19

What is good writingIdentify and reflect on qualities of good writing

To revise drafts to meet the criteria of good writing

Reflection page 54Thinking about Concepts#1#2Thinking about Connections#3Where I’m fromEA 1.1Monologue –characterClass, partner poemsStereotype PoemEA 1.2Poem –cultureMonologue –you#4#5 –attach to each selection you chose in #3

First and Last name

November 5, 2013

Embedded Assessment 1.2Presenting 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 longerThan thisI just wanted An exampleFor 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.

Cover page Poem MonologueREFLECTION

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.

Reflection

Embedded Assessment 1.2Due TOMORROW, November 5

At the start of class –print before you enterStaple in this order

“memorize” your poem or your monologue for delivery on Tuesday

First and Last name

November 8, 2013

Unit One Reflection

PAGE 54

Thinking about Concepts

#1

#2

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.

Cover [1] Questions [2] 1st artifact [3]Thinking About Thinking

Portfolio Entry

Concept:

Description of artifact:

Commentary on Questions:

PAGE 54[Thinking about

connections # 3, 4, 5]For 1st artifact

Reflection [4]

Unit One ReflectionDue Friday, November 8

At the start of class –print before you

enterStaple in this order

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 TwoThe 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.

2nd artifact [5]Thinking About Thinking

Portfolio Entry

Concept:

Description of artifact:

Commentary on Questions:

PAGE 54[Thinking about

connections # 3, 4, 5]For 2nd artifact

Reflection [6]