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

In PairsPerson A Activities 1.1 (q1, 2, 3) - 1.3Person B1.5 (pg 14) - 1.8 (T.W.I.)BothGo over Vocab journal (notebook)Review Embedded Assessment (Pg 24)

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

Food

Music

Activities/HobbiesClothing

Beliefs

Individual

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)• 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.

• Complete graph on page 25• Pick 2 symbols from 5

categories (10 artifacts total)• Pick 2 from the ten and

write a paragraph about each.• Review Rubric: pg 26-27

highlighted differences between Exemplary, Proficient, Emerging

EA1.1

Embedded Assessment

• Share both paragraphs (explaining why you chose this artifact to represent you in a significant way and how it symbolizes you culturally) ONE AT A TIME.

• Group members will ask you at least 6 questions about information not addressed in your paragraph. For example:• Where did you get this artifact? How long have you had it?

Why have you kept it?• Is it valuable or sentimental? • Is it one of a kind? What might it mean to others?• Does it have another meaning or purpose?• How does it connect to a larger culture?• Does it have significance to your family or others too?• Why did you pick this symbol? What does it say about you?• How are you going to use it in your 3D art piece?

• Modify your paragraphs to include more information!

EA1.1

First Embedded Assessment

DUE MONDAY OCTOBER 14, 20131. 3-D artistic representation of your culture

(including 10 artifacts from 5 categories)2. 2 typed paragraphs explaining significance of 2 symbols3. Reflection (to be completed in class)

EA1.1

First Embedded Assessment

Use this!

DUE TODAY!1. 3-D artistic representation of your culture

(including 10 artifacts from 5 categories)2. 2 typed paragraphs explaining significance of 2 symbols3. Reflection (to be completed in class)

EA1.1

First Embedded Assessment

At the start of class:1. Staple your rubric (from Friday) to the back of

your explanatory two paragraph text (typed)–you will turn that in at the end of class today

2. Set up your 3-D display

Reflection:

EA1.1

Take art home. Pieces left by Tuesday will be thrown away

If you did not complete this assignment, use the reflection space to explain WHY.

Also include your process: how did you create this? How did you make decisions? How do you feel with the final product?

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 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

Generative Word Sentences Follow the directions below and create original, complete sentences that fulfill all of the conditions asked for. Please write your answers inside your journal book. Example: Create a 6-word sentence which uses the noun “book” in the 3rd position.Example Answer: My favorite book is Harry Potter. 

NOW YOU DO IT! 1. Create a 12-word sentence which uses the verb “assimilate” in the 4th position.

Many ___ immigrants assimilate as they join mainstream America’s ____ ___ ___.

2. Create an 8-word sentence which uses the adjective “cultured” in the 6th position. 

___ ___ ___ ___ ___ cultured ___ ___. 3. Create a 6-word sentence which uses the noun “artifact” in the 2nd

position.4. Create a 7-word sentence which uses the noun “imagery” in the 7th

position.5. Create a 5-word sentence which uses the noun “stereotypes” in the 2nd

position.6. Create a 9 word sentence which uses the term “subcultures” in the 1st

position.7. Create a 10 word sentence which uses the term “style” in the 5th position

and “anaphora” in the 8th position.8. Create a 8-word sentence which uses the term “voice” in the 2nd position

and “writing” in the 7th position.   

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 develop awareness of voice in speaking and writingTo analyze personal voice in writing

TONE WORD BRAINSTORM: how author feels about subject

Word choice (‘tone’ word ie. Bitter, Dismal, Melancholy, Pessimistic) Page 34. What emotion or tone is associated with this

emoji and when would you use it?

Unit 1

Activity 1.11

Analyzing components of voice

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 from teacher• Modify punctuation to communicate tone• Perform the edited/revised monologue from the teacher• 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. Have a clear beginning, middle, and end. You’ll need at least ½ page to do this. 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 1.15

Your own monologueYou 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.

define stereotypeinterpret and analyze a poem using SOAPSTonegenerate a poem emulating the style of the published writer

Unit 1

Activity 1.16

Voices against stereotypes

Page 43

Stereotypes

Girls:

Boys:

Jocks:

Honors kids:

Monday, November 4

•Turn in 36 line stereotype poem AND pink SOAPSTone analysis graphic organizer.•Page 47

Role Description of Role

Subjects Discussed

Words & Phrases used

Nonverbal “voice”

Musician Serious, focused

Song, Band Class,Condition of instrument, rehearsal

key, sharp, flat, measure sheet music, time, crescendo, etc

Black dress, instrument case,Music stand

Tuesday, November 5purpose: to represent your voice in writing using tone, diction, and punctuation

• Pick ONE of your “voices” and fill out the chart –you should have already processed this information.• Use these notes as you write about a topic of your

choice in the voice you have chosen to share with others. Keep in mind that you are demonstrating your voice, not trying to describe it. • Consider the purpose of the writing, the audience,

the tone, and the occasion. Be sure that your subject matter and word choice reflect the voice as accurately as possible. Use a separate sheet of paper for your response.

Page 48

Sharing your voice

R RoleA AudienceF Format T Topic

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

Length minimum:

one full side, single space

Role: athlete Audience: Coach Format: post-practice talk Topic: playing timeRole: daughter Audience: Mom Format: letter Topic: bad report card

Monologue and poem revision1. Pair with the person next to you.2. Have them read YOUR

monologue aloud to you: listen.3. Make changes so it sounds more

like how you meant for it to sound.

4. Read your revised draft to your partner.

5. Partners: offer two changes you’d suggest. Take them in to consideration.

6. Think about your purpose and audience. Make sure your word choice and style convey your meaning.

7. Review your draft for grammar, punctuation, spelling.

1. Pair with someone else who completed the first draft of their stereotype poem too.

2. (If you haven’t completed your stereotype poem: do that)

3. Take out most of the “yes” and “no”s so it sounds more fluid.

4. Add transitions (and, but, or, yet)5. Read your revised draft to your

partner. Add punctuation so it so it sounds natural and voice.

6. Think about your purpose and audience. Make sure your word choice and style convey your meaning.

7. Review your draft for grammar, punctuation, spelling.

EA 1.2Embedded assessment 1.2

1. Write a reflection that explains the different voice you portrayed in your two pieces. • Your stereotype poem• Your monologue (focus on your RAFT)

2. Explain why using the appropriate voice in a given situation, audience, and purpose could be considered a necessary survival skill in the twenty-first century.

R Role

A Audience

F Format T

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

First and Last name

November 8, 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 8

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

Be prepared to present either your poem or monologue