Hook, Housekeeping & Homework Monday Turn in your Heritage Project Sheet for Step 1 to the front...
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Transcript of Hook, Housekeeping & Homework Monday Turn in your Heritage Project Sheet for Step 1 to the front...
Hook, Housekeeping & Homework Monday
• Turn in your Heritage Project Sheet for Step 1 to the front table
• Returns• Homework: Continue to work on and revise ARG Steps 2 and
3 for “American History.” Your Formative 2 is this week.• Next Heritage Project Step!
Past, Present, Future Monday
• “American History” Socratic Seminar
• “American History” ARG (theme)
• “American History” ARG (craft tools)• Book Talks (Periods 1 & 7 Tuesday; Periods 4 & 5 Friday)• “American History” Formative (ELP/Friday)
Text Types Monday
Standard(s) 2 Reading for All Purpose Objective: you will be able to determine the purpose, audience, main idea, supporting detail, and craft of a text.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?
Instruction: Obtain I Do – We Do Monday
• Purpose: to come to an understanding of the ARG elements for “American History”• Tasks:1. Look at returned quiz and discuss plot elements
1. characters/characterization: What do statements (supporting details) on the quiz reveal about characterization?
2. Conflict: what are the differences?Model “Push & Pull” – You try for “American History”2. What is the text type?
Poem – you try for “American History”3. What is the text about? (subject)
immigrants/immigration, discrimination – you try for “American History”4. What is the author’s purpose regarding the subject(s)? (consider text type, too)
To illustrate the immigrant cycle and experience – you try for “American History”5. What is the author’s main idea? Note that ARG says for fiction that this is looked
at in terms of “theme”; that’s where we are headed next, but give this a shot…Cycles of immigrants all eventually become part of the US – you try for “American History”
• Outcome: Parts of Step 2 ARG identified
Instruction: Obtain I Do – We Do Monday
Theme• Theme is a central, underlying idea in a text--story, play, poem,
essay, movie, etc. It conveys what the author sees as important truth or lesson about life, human nature, or the world we live in. Theme is usually implied rather stated explicitly; the reader must infer theme from the evidence and details of the text.
Model “Push and Pull”• Societies often fear things that bring change to their ways of
life.• Many American have feared the various influxes of immigrants
of the years.Handout
Activities: Develop & Apply• If Time Allows…• 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
Text Types Monday
Standard(s) 2 Reading for All Purpose Objective: you will be able to determine the purpose, audience, main idea, supporting detail, and craft of a text.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?• Homework: Continue to work on and revise ARG Steps 2 and
3 for “American History.” Your Formative 2 is this week.• Next Heritage Project Step!
PPLD & Palmer Library Book Talks Tuesday/Friday
Standard 2 Reading for All PurposesPeriods 1 & 7 TuesdayPeriods 4 & 5 Friday
Assignment due at the end of class (read it while you wait for attendance)
Book due next Monday the 30th Step 1 Heritage Project was due this past Monday!
Step 2 due Wednesday this week!Formative Assessment 2 this week! “American History”
“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday)
Standard 2 Reading for All PurposesPurpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support themeTask 1:While you wait, open your notebook to the “American History” Theme handout given Monday. Look at Step 3 (2nd one!) where you examined the statements for “A Quilt of a Country.” Compare your responses to those below. Questions?• America’s diversityX not a complete sentence; “diversity” would be a topic or subject• America is a diverse nation.X not a universal idea; “diversity” would be a topic or subject• America is the melting pot of the world.X cliché• America’s diversity is part of its strength.+ complete sentence; moving towards universal; can be supported through craft tools: metaphor, historical references, expert quotes
“American History” Periods 4 & 5 Tuesday --- (Periods 1 & 7 Wednesday?)
Purpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support themeTask 2:• Open your comp notebook to your ARG notes for “American
History”• Turn to a shoulder partner and discuss the theme statement
that you wrote• Select one and write it on the board• Examine the theme statements written on the board by your
peers; use the 4 criteria for “writing theme statements” to discuss their accuracy; be prepared to share ideas
“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday)
Purpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support themeTasks:1. Brainstorm: What craft tools are most often used in a fictional
narrative?2. Brainstorm: What craft tools do you see in “American History”?3. Identify a craft tool that supports an important theme for the story
that you have identified4. Identify two specific examples of that craft tool being used in the text5. Explain the following:
1. What is the craft tool?2. How/why do authors use this craft tool?3. What does it mean in “American History”? How is it used in “American
History”?4. Why is it used in “American History”? How does it support the theme?
“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday)
Model “A Quilt of a Country”1. Identify a craft tool that supports an important theme for the text that you
have identified: figurative language2. Identify two specific examples of that craft tool being used in the text: 1.
“America is an improbable idea.” 2. “What is the point of a splintered whole?”3. Explain & Elaborate:
1. What is the craft tool? 1. 2. figurative language, metaphor/oxymoron (also a repeated question)
2. How/why do authors use this craft tool?1. to draw a comparison to help the reader understand the subject
3. What does it mean? How is it used in “Quilt of a Country”?1. splintered means to be a sharp piece that is splitting off from the whole, like a slender
piece of wood2. used to show the seeming contradiction, how can an object be split off yet whole?
4. Why is it used in “Quilt of a Country”? How does it support the theme?1. to show the division and even hatred between various races & ethnicities that exist in
America, but that we can still be one nation working together2. these divisions may be hurtful but are not unfixable3. this is the “improbably idea”
Heritage ProjectWednesday/Thursday - All Periods• All 4 Standards• Step Sheet (in your possession)• Assignment & Rational Sheet (in your possession)• Rubric (today)
Step 3• Basic Format• http://owl.english.purdue.edu/owl/resource/747/05/• Interview• http://owl.english.purdue.edu/owl/resource/747/09/• Electronic• http://owl.english.purdue.edu/owl/resource/747/08/• Page• http://owl.english.purdue.edu/owl/resource/747/12/
Heritage ProjectText Type Models
My family’s story• Family History – Family Tree (non-fiction)• Short Story (combine non-fiction & description)• Poem (creative)• Interview to Essay (non-fiction, infomrational)
Short Story: “Pride”The trunk containing all of the personal items she owned in the world weighed slightly more than the 15
year girl. She leaned over it, grasping the handle tightly and pulled it toward her. Looking around the deck of the ship for help, she realized her needs were minimal compared to the many young parents juggling babies and small children with one arm and heavy loads with the other. There were elderly people slumped on the deck, using their stuffed trunks and suitcases to prop up their travel-weary bodies.
The train ride at least offered a backrest for the four days it took to travel from New York to Missouri. St. Louis, she mused. A French city. To travel so far, spend all of her family’s savings, and arrive at a city that may as well have been a day’s train ride from her home in Germany. At least she could speak a little French, unlike the harsh, rapid language of the New Yorkers. But her family’s friends had written about the wonderful opportunities. Anyone could go to school if they filled out the papers and proved they could speak and read English well enough. She had rehearsed until the foreign words rolled off her tongue. She begged her younger siblings to ask quiz her on the immigration questions. She would be ready. Sound confident and smart.
She brought her great aunt’s hospital uniform, a once-white garment now the color of a sky threatening rain. The garment had seen many patients, some having died clinging to the long, stiff sleeve.
And now people would speak her name, Charlotte, with pride, just as they spoke of her great aunt.
Poem: Sailing Hopea carefully laid plan inside
a trunk worn smoothcorners in constant motion
pressed against othersdreams no smaller
fears no greatersailing toward hope
alone on deckcrowded with anticipationher family's expectations
her clear pursuitto become someone
stand outon foreign shores
the brave one
Poems must be accompanied by a detailed explanation of the symbolism, word choice, and imagery used in the poem.
Nonfiction Informational ArticleFrom Immigrant to Educator by Leslie Wolken
In the late 1800’s, my great grandmother, Charlotte Wellpot, left her homeland in northeast Germany to begin a new life in the United States. She was only 15 years old, but her family supported her decision to leave Germany and pursue an education in America.
Charlotte was determined to go through training as a nurse and find a job in St. Louis. Many other Germans from her home town had emigrated to southern Illinois and eastern Missouri. St. Louis was the largest city in that region. Chicago was another possibility, but Charlotte had more connections with people in St. Louis.
She completed nurses training in St. Louis, but didn’t limit herself to simply working as a nurse. With three other young nurses, all of whom were single, she started a hospital in the heart of St. Louis called Deaconess. The four nurses began a nurses training program at the hospital, and young women would live in dorms at the hospital while they trained to be nurses. They were only allowed personal time on Sunday afternoons and evenings, following church services.
The training program was intense, but young women earned the status of RN (Registered Nurse) in three years, instead of four years. This tradition of intense training lasted at least until the 1960’s, when two of Charlotte’s granddaughters trained to be nurses at Deaconess Hospital.
Author’s note: The younger of those granddaughters is the author’s mother.
Heritage Project Rational
Rationale: In addition, you will write a 200-300 word rationale that explains:1) why you chose the text type you chose;2) how you used the conventions or craft tools of that text type to develop the story; 3) a larger theme or main idea in the story; and, 4) what you learned in the process of completing the project (about your ancestors, or the role of immigration in America, or the power of the text type you chose, etc.)
Formative #2Period 1 & 4 Wednesday - Period 5 Thursday - Periods 7 Friday
Turn in your Heritage Project Step 2 to the front table!Purpose: Standard 2 - to show your understanding of text type, content and craftTasks: 1. Have out a pen/pencil, your copy of “American History,” any notes
you have on “American History,” and your Formative 1 if you’d like2. Complete front and back of formative (make sure to explain your
choices for #5)Outcome: turn in formative for assessmentWhen you are done…• You should take a Heritage Project Assessment sheet and read through
it. Feel free to annotate it and write any questions down you have for me
• You may work on your Heritage Project or read your book if you have it with you.
True Grit Friday Period 1
HOLD ON TO YOUR WORKS CITED PAGE FOR MONDAY!
Purpose: to hear a story of how a person built his/her life on sweat, courage, and personal determinationTasks:1. Take a question sheet and write you name on it2. Go to the Lecture hall and fill in the rows from front to back as a
class3. Respectfully listen to the story of Brian Corrado: The Courage to
Serve 4. Complete the question sheet by the end of the period and turn it inOutcome: reflect on instance's of sweat, courage, and personal determination in your own life; consider students to nominate for Faces in the Crowd