September 3, 2014
Chose your own
seat today.
We will have a different desk
arrangement tomorrow.
Rigley LA10
5th period 12:411:15
6th period
1:21-1:55
Read this to yourself. Read it silently.
Don’t move your lips. Don’t make a sound.
Listen to yourself. Listen without hearing anything.
What a wonderfully weird thing, huh?
NOW MAKE THIS PART LOUD!
SCREAM IT IN YOUR MIND!
DROWN EVERTHING OUT.
No, hear a whisper. A tiny whisper.
Now, read this next line with
your best crotchety-old-man voice:
“Hello there, sonny. Does your town have a post office?”
Awesome! Who was that? Whose voice was that?
It sure wasn’t yours!
How do you do that?
How?!
Must be magic.
1. 7 letters and/or numbers [that identify you]
2. Tags [month and year of your birth]
3. The state [where you were born, live, or want to be]
4. The “state” motto [favorite quote or words you live by]
5. Logo/Picture [symbol(s) that you identify with]
6. Color [favorite colors or important color combo]
7. Bolts [things/people that hold your life together]
8. Frame/Holder [unique saying, personalizes the plate]
…and the “welcome” survey
September 4, 2014
 Brief introduction to classroom & procedures
 (Syllabus on Monday)
 Table group introductions
Observations, Inferences, and
Predictions with OPTIC and photography
Objectives:
1. To practice “close reading” with visual text
2. To use the OPTIC strategy for analyzing a
“text”
Quick table introductions (homebase)
• Go around the table and introduce yourself. Say your name even if “everyone
knows.”
• Share something you did this summer that you never want to forget, and
either
1. The song you can’t stop listening to right now
2. The book you’re reading
3. What you’re going to do when you get home
• Then, number yourself 1-3 or 1-4
• Wait to hear the question you will answer for your group.
OPTIC strategy for analyzing a photograph as a class
Overview
Look at the artwork for at least 10 seconds. Generate questions; e.g., What is the subject? What
strikes you as interesting, odd, etc.? What is happening?
Parts
Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols are
present? What historical information would aid understanding of this piece?
Title
Consider what the title and any written elements of the text suggest about meaning. How does the
title relate to what is portrayed? If untitled: title it. Why does that work?
Inner-relationships
Look for connections between and among the title, caption, and the parts of the art. How are the
different elements related?
Conclusion
Form a conclusion about the meaning/theme of the text. Remember the questions you asked when
you first examined it. Be prepared to support your conclusions with evidence.
Overview
Look at the artwork for at least 10 seconds. Generate questions; e.g., What is
the subject? What strikes you as interesting, odd, etc.? What is happening?
Parts
Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols
are present? What historical information would aid understanding of this piece?
Title
Consider what the title and any written elements of the text suggest about
meaning. How does the title relate to what is portrayed? If untitled: title it.
Why does that work?
Innerrelationships
Look for connections between and among the title, caption, and the parts of
the art. How are the different elements related?
Conclusion
Form a conclusion about the meaning/theme of the text. Remember the
questions you asked when you first examined it. Be prepared to support your
conclusions with evidence.
OPTIC strategy for analyzing a photograph in your group
Overview
Look at the artwork for at least 10 seconds. Generate questions; e.g., What is the subject? What
strikes you as interesting, odd, etc.? What is happening?
Parts
Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols are
present? What historical information would aid understanding of this piece?
Title
Consider what the title and any written elements of the text suggest about meaning. How does the
title relate to what is portrayed? If untitled: title it. Why does that work?
Inner-relationships
Look for connections between and among the title, caption, and the parts of the art. How are the
different elements related?
Conclusion
Form a conclusion about the meaning/theme of the text. Remember the questions you asked when
you first examined it. Be prepared to support your conclusions with evidence.
OPTIC strategy for analyzing a photograph on your own
Overview
Look at the artwork for at least 10 seconds. Generate questions; e.g., What is the subject? What
strikes you as interesting, odd, etc.? What is happening?
Parts
Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols are
present? What historical information would aid understanding of this piece?
Title
Consider what the title and any written elements of the text suggest about meaning. How does the
title relate to what is portrayed? If untitled: title it. Why does that work?
Inner-relationships
Look for connections between and among the title, caption, and the parts of the art. How are the
different elements related?
Conclusion
Form a conclusion about the meaning/theme of the text. Remember the questions you asked when
you first examined it. Be prepared to support your conclusions with evidence.
Sudan Famine by Kevin Carter
Overview
O flagrante ocorreu by Edimar Soares
Look at the artwork for at least 10 seconds. Generate questions; e.g., What is
the subject? What strikes you as interesting, odd, etc.? What is happening?
Sudan Famine by Kevin Carter
Parts
O flagrante ocorreu by Edimar Soares
Look closely at the artwork, making note of important elements and details. Ask additional
questions, such as: Who are the figures? What is the setting and time period? What symbols
are present? What historical information would aid understanding of this piece?
Sudan Famine by Kevin Carter
Title
O flagrante ocorreu by Edimar Soares
Consider what the title and any written elements of the text suggest about
meaning. How does the title relate to what is portrayed? If untitled: title it.
Why does that work?
Sudan Famine by Kevin Carter
Innerrelationships
O flagrante ocorreu by Edimar Soares
Look for connections between and among the title, caption, and the parts of
the art. How are the different elements related?
Sudan Famine by Kevin Carter
Conclusion
O flagrante ocorreu by Edimar Soares
Form a conclusion about the meaning/theme of the text. Remember the
questions you asked when you first examined it. Be prepared to support your
conclusions with evidence.
September 5, 2014
 Individual survey
 Must commit to one answer or the other
 Even if you can see both sides
 Whole class value discussion based on survey
 Small group discussion
Objectives:
1. To activate prior knowledge and
understanding surrounding cultural themes
and conflicts
September 5, 2014
 What pre-judgments do you tend to make of people?
 Is it possible to avoid such prejudice or stereotyping?
 What is stereotyping? What are some stereotypes?
 Why do you believe someone or something is stereotyped?
 Are media images realistic or hyper-inflated stereotypes?
 Should a man be judged by his demeanor? What draws you to others?
 What is a hate crime?
September 8, 2014
•Syllabus
•Self-evaluation (week 1)
10
I can do this, and I can teach
someone else how to do this.
•Crash
Purpose:
Produce clear and coherent writing in which the development and style are appropriate to task,
purpose, and audiences.
7
I know what this means, and I
can do it pretty easily.
4
I kinda know what this is and
think I could do it with a
refresher.
1
I don’t even know what you’re
talking about right now.
Who I am
Fifteenth year teaching
 ninth @ auburn riverside
 WWU, M.ED, 2010 NBCT
 junior class, winter wishes
 I teach comm arts,
honors LA10, and LA10
 I’m also …
 Marley and Taylor's mom
 Marley: 10, fifth grade
 Taylor: five, Kindergarten

why teach, free time, dogs, fav book, what will this class be like, strictness, homework
September 9, 2014
• Sit in your assigned seats please
• Turn in your signed syllabus anytime between now and
next Monday.
• OPTIC work
• Continue watching Crash
September 10, 2014
• Sit in your assigned seats please
• Turn in your signed syllabus anytime between now and
next Monday.
• OPTIC work
• Review O and P
• Discuss T –title
• Continue watching Crash
Rick Cabot (Brendan Fraser) is the white district attorney of Los Angeles.
Jean Cabot (Sandra Bullock) is Rick's white wife, whose racial prejudices escalate after the carjacking.
Anthony (Chris "Ludacris" Bridges) is an African-American inner-city car thief. He believes that society is unfairly biased against blacks, and at one point in the
film he justifies his actions by saying he would never hurt another black person.
Peter Waters (Larenz Tate) is Anthony's friend and partner in crime. Like Anthony, he is black, but he humorously scoffs at Anthony's paranoia over racism.
Graham Waters (Don Cheadle) is a detective in the Los Angeles Police Department. He is disconnected from his poor family.
Officer John Ryan (Matt Dillon) is a white police officer who molests Christine, a black woman, during a traffic stop.
Officer Tom Hansen (Ryan Phillippe) is disgusted by his partner's racism and the city's inaction. Hansen overreacts, draws his gun, and shoots Peter.
Cameron Thayer (Terrence Howard) is a black television director who becomes distraught after witnessing Officer Ryan molest his wife and realizing that the very
show he produces is propagating racist stereotypes about black people.
Christine Thayer (Thandie Newton) is Cameron's wife.
Daniel (Michael Peña) is a Mexican-American locksmith who faces discrimination from Jean and others because he looks like a "gangbanger" (has tattoos, shaved
head, baggy jeans) to them, when he is actually a devoted family man.
Farhad (Shaun Toub) is a Persian store owner who is afraid for his safety. He is depicted as a man frustrated by the racial harassment he experiences in the United
States, as well as deterred by difficulties with speaking English (despite being an American citizen).
Dorri (Bahar Soomekh) is Farhad's daughter, and is more acclimated than her father to American culture.
1. Turn in signed syllabus (if you
haven’t yet)
2. Discuss Innerrelationships and
Conclusion of Crash.
3. Complete a sentence
frame paragraph
highlighting own words.
4. Move into Springboard
books
September 11, 2014
Today’s objectives
1. Explore the concept of culture and the role it plays in personal
perceptions.
2. Introduce Springboard text and systems.
The film Crash is set in ___ (setting), and highlights several stereotypes
including: ___, ___, and ___. One of the most interesting stereotypes is
of ___ (character name) because while it appears that ___, in reality
___. This part of the movie highlights the theme of ___ because ___. In
addition to the stereotyping of individual characters, the innerrelationships among ___ characters is ___. For example, ___
(character) is ___ (describe). Yet, he/she is connected to ___ (character)
(describe) because ___. These characters CRASH in the sense that ___.
In conclusion, the lesson viewers should take from the film is ___.
September 12, 2014
1. Turn in signed syllabus
(if you haven’t yet)
Today’s objectives
1. Explore the concept of culture and the role it plays in personal
perceptions.
2. Analyze the communication process to develop collaborative
discussion norms.
2. Grab Springboard book
3. Culture brainstorm
4. Unpack EA 1.1
Double check seating chart (some changes)
5. Communication
activity
Table 1
Ana Salazar
Jake Weichinger
Lesly Ortega
Table 2
Brooklynn Forte
Blake Foster
Alex Caldwell
Table 3
Kristina Gubarik
Seth Hillard
Lindsey Jones
Table 4
Clint Larrea
Preston McNeil
Gwenn McWayne
Table 5
Garrett Rosin
Sarah Arnold
Jaylene Landreth
Table 6
Breezy
Ruth-Doswell
Gerardo Gonzalez
Hayley Mozingo
Table 7
Nik Tyson
Marco Vega
Mauricio Chavez
Entry Tasks –complete within two minutes of bell
1. Pick up Springboard book off shelf (routine)
2. Turn in signed class guidelines (due today)
3. Turn to pg 7 and answer questions 7 and 8
Agenda
1. Reflect on communication
activity from Friday: what was
easy, what was challenging, what
can be learned?
2. Page 7 and class norms
3. Activity 1.2 on page 6
4. Backpack dump
5. Writing prompt on page 7
One paragraph* to vividly
describe the object, connect it
to your culture, and articulate
the significance of the object
to you.
“The problem with communication…
is the illusion that it has been
accomplished.”
LA10. Unit 1. Cultural Conversations.
September 15, 2014
Daily Objectives
• To explore the
concept of culture
and the role it
plays in personal
perceptions
• To analyze the
communication
process to develop
collaborative
discussion norms
And I don’t know how it
gets better than this you
take my hand and drag me
headfirst: fearless.
Entry Tasks –complete within two minutes of bell
1.
2.
3.
4.
Pick up Springboard book off shelf (routine)
Turn in signed class guidelines (due today)
Collect and turn in outside reading registrations (Due 9/26)
Turn to pg 8 and number paragraphs:
What is Cultural Identity article –should be 8¶ –
Ethnic Hash on pg 11 –should be 13¶ – (“boil the chicken” is 11 ¶)
Agenda
1.
2.
3.
4.
Quickly finish Activity 1.2
Vocabulary Work
House Reading
“Cultural Identity”
1.
2.
3.
4.
5.
Rhetorical questions
Inclusive pronouns
Diverse punctuation
Illustrative examples
“Ethnic Hash”
1.
2.
3.
4.
Punctuation to create humor
Fragments
Tone Shifts
Vivid details and descriptions
*You’ll need three diff colored markers
Voice in Grease
LA10. Unit 1. Cultural Conversations.
September 16, 2014
Daily Objectives
• To practice using pre-reading
purpose for close-reading a text
• To compare and contrast how a
theme or central idea of a text
is developed in an academic
and a literary nonfiction text
• To build academic and literary
vocabulary:
•
•
•
•
•
•
•
•
Voice (academic, informal)
Ethnic identity
Cultural identity
Cultural Heritage
Cultural Inheritance
Pluralism
Quandary
Quadroon
Ethnic Identity
Cultural Identity
Voice
Pluralism
Your definition
Your definition
Your definition
Your definition
Example/text reference
Example/text reference
Example/text reference
Example/text reference
Cultural Heritage
Cultural Inheritance
Quandary
Quadroon
Your definition
Your definition
Your definition
Your definition
Example/text reference
Example/text reference
Example/text reference
Example/text reference
Entry Tasks –complete within two minutes of bell
1. Pick up Springboard book off shelf (routine)
2. Turn to pg 10 and answer question 6. Be prepared to share
with the class.
3. Review vocabulary from yesterday
Agenda
1.
Reread “Cultural Identity” to look for
1. Rhetorical questions
2. Inclusive pronouns
3. Diverse punctuation
4. Active verbs
5. Illustrative examples
How does this text contribute to the development of ideas about cultural identity?
2.
Read “Ethnic *Hash” to find remaining vocabulary terms
1. 1st person point of view
2. Punctuation to create humor
3. Fragments
4. Tone Shifts
5. Vivid details and descriptions
Group discussion & Writing prompt on page 13
A Single Story
Honors. Unit 1. Cultural Conversations.
September 17, 2014
Daily Objectives
• To practice using pre-reading
purpose for close-reading a text
• To compare and contrast how a
theme or central idea of a text
is developed in an academic
and a literary nonfiction text
• To build academic and literary
vocabulary:
•
•
•
•
•
•
•
•
Voice (academic, informal)
Ethnic identity
Cultural identity
Cultural Heritage
Cultural Inheritance
Pluralism
Quandary
Quadroon
P3 Seating Chart
Table 1
Abe
O’Darious
Cat
Victoria
Table 2
Fidel
Cassie
Alex
Kiara
Table 3
Alfredo
Dontrell
Kelsy
Sebastian
Table 4
Aariq
Kayla
Noit
Zach
Table 5
Cristie
Michelle
Anthony
Luis
Table 6
A. Kirby
Jaymee
Julian
Maddie
Table 7
Conner
Danielle
A. Cooney
Entry Tasks –complete within two minutes of bell
September 18, 2014
1. Pick up Springboard book off shelf (routine)
2. Review vocabulary for understanding
3. Complete the following sentence frame on a post-it note:
People who stereotype me might think that I___; however,
my cultural identity varies because I actually ___.
Agenda
1.
2.
3.
LA10. Unit 1. Cultural Conversations.
Deaf Gain
Activity 1.2 Syntax and vocabulary
A Single Story
Page 13 numbers 8-11
Begin a draft of the writing prompt:
Chose a characteristic of your culture and use it to explain your
cultural identify. How are you either totally part of this culture? OR
how are you a part of the culture but totally different? In what ways
does your culture give you a sense of community, perspective, and
identity?
Daily Objectives
• Writing workshop for last
night’s homework: prompt on
page 13
• Identify different types of
phrases and use them in writing
• Revise writing to include
phrases and parenthetical
expressions
• To build academic and literary
vocabulary:
•
•
•
•
•
Diction
Syntax
Prepositional Phrases
Appositive Phrases
Parenthetical Expression
Use specific stylistic elements to establish an informal tone in your writing:
1. 1st person point of view
2. Punctuation to create humor
3. Fragments
4. Tone Shifts
1 page. Handwritten. Single spaced. Due tomorrow.
5. Vivid details and descriptions
Diction
Syntax
Your definition
Your definition
Example/text reference
Example/text reference
Juxtaposition
Prepositional Phrases
Perspective
Theme
Your definition
Your definition
Example/text reference
Example/text reference
Conflict
Symbol
Your definition
Your definition
Example/text reference
Example/text reference
Appositive Phrases
Parenthetical Phrases
Your definition
Your definition
Your definition
Your definition
Example/text reference
Example/text reference
Example/text reference
Example/text reference
Entry Tasks –complete within two minutes of bell
1. Pick up Springboard book off shelf (routine)
2. Collect and turn in outside reading registrations (Due 9/26)
3. Review vocabulary for understanding
4. On a post it, write a sentence of your own creation about cultural
pluralism that uses one of the following phrases:
Orange post-it =gerund phrase
Pink post-it = prepositional phrase
Blue post-it = appositive phrase
Yellow post-it =participial phrase
Pages 14 & 15 may help…
Agenda
1.
2.
3.
Review yesterday’s vocabulary (p2 activity 1.4)
With your group, answer questions 8-11 on page 13.
Look at your writing sample:
1. What specific stylistic elements do you use to establish an informal tone in your
writing? Identify or add two.
2. Ask a tablemate to identify vivid details in your writing. It should be obvious. Don’t
dig.
3. Where do you use creative punctuation to articulate your VOICE?
4.
5.
Mark your writing to (add and) identify gerund, participial, infinitive,
prepositional, appositive, and parenthetical phrases.
Pair with someone who had the same color post-it as you. Have them
read your piece aloud. Make changes that make your VOICE fluid
and authentic.
Honors. Unit 1. Cultural Conversations.
September 18, 2014
Daily Objectives
• Writing workshop for last
night’s homework: prompt on
page 13
• Identify different types of
phrases and use them in writing
• Revise writing to include
phrases and parenthetical
expressions
• To build academic and literary
vocabulary:
•
•
•
•
•
•
•
•
Diction
Syntax
Gerund Phrases
Participial Phrases
Infinitive Phrases
Prepositional Phrases
Appositive Phrases
Parenthetical Expression
Entry Tasks
LA10. Unit 1. Cultural Conversations.
1.Pick up Springboard book off shelf (routine) September 22, 2014
Daily Objectives
2.Review vocabulary for understanding
• Analyze how two
characters interact and
–Quiz Wednesday (14 words)
develop over the course of
Agenda
1. Reread “Two Kinds”
2. *watch video clip
3. Table groups complete conflict graph on page 26, write a
team-theme sentence, and present key ideas and details from
their chunk.
4. Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo
5. The Life and Times of Frida
6. Metacognitive Markers
* makes me think/interesting…
? Question/really?/what?
! cool
6. Activity 1.6
a text to explain how
conflict is used to advance
the theme of a text.
• Analyze a particular point
of view regarding a
cultural experience
expressed in literature and
art.
• Compare and contrast the
representation of a subject
in different media.
New Vocab: perspective,
conflict, theme, symbol
Entry Tasks
LA10. Unit 1. Cultural Conversations.
1.Pick up Springboard book off shelf (routine) September 23, 2014
Daily Objectives
2.Review vocabulary for understanding
• Analyze how two
characters interact and
–Quiz Wednesday (15 words)
develop over the course of
Agenda
1. Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo
2. The Life and Times of Frida
3. Metacognitive Markers
* makes me think/interesting…
? Question/really?/what?
! cool
6. Activity 1.6
• OPTIC
• Legal Alien
• JUXTAPOSITION
• Collage: art that portrays your cultural identity
a text to explain how
conflict is used to advance
the theme of a text.
• Analyze a particular point
of view regarding a
cultural experience
expressed in literature and
art.
• Compare and contrast the
representation of a subject
in different media.
New Vocab: perspective, conflict,
theme, symbol, juxtaposition
Entry Tasks
 Pick up Springboard book off shelf (routine)
 Review vocabulary for understanding –Quiz TODAY (15 words)
LA10. Unit 1. Cultural Conversations.
September 24, 2014
Agenda
1. Vocab Quiz
2. Create a collage that portrays aspects of your identity.
 What would your collage say about your perspective on your
own cultural identity?
 Consider specific images you can use as evidence to depict
or symbolize potential conflicts that arise when various
aspects of your culture collide.
 Because artwork, like literature, speaks to an audience, keep
in mind the message you want your audience to “read” as
they view your work.
2. On the back:
 Your name
 Identify and explain five of your images
 Due at the end of class
Daily Objectives
• Analyze how two
characters interact and
develop over the
course of a text to
explain how conflict is
used to advance the
theme of a text.
• Analyze a particular
point of view
regarding a cultural
experience expressed
in literature and art.
• Compare and contrast
the representation of a
subject in different
media.
LA10. Unit 1. Cultural Conversations.
Entry Tasks
September 25, 2014
 Pick up Springboard book off shelf
 On a post-it note, complete the
following sentence frame:
A typical characteristic of
my ethnic identity is _____;
yet, a quality within my
cultural identity is ____.
Agenda
1. Turn in Collage –DUE TODAY
Cultural Perspectives
Need help?
See paragraphs 1-2 on page 8.
On the back:
 Your name
 Identify and explain five of your images
2. Pat Mora: Legal Alien page 32
3. Compare/Contrast Frida & Mora
4. Creative Writing Prompt page 32
• As a table (practice)
• As an individual (assessment)
Frida
Mora
Daily Objectives
• Analyze how two characters
interact and develop over the
course of a text to explain
how conflict is used to
advance the theme of a text.
(Two kinds)
• Analyze a particular point of
view regarding a cultural
experience expressed in
literature and art. (Frieda
and Mora)
• Compare and contrast the
representation of a subject
(cultural identity) in different
media. (Frieda and Mora)
Name: Jordyn
Age: 15.5, grade 10, sophomore
Physical description: shoulder-length, sandy blonde hair, green eyes, 5’8”, size 4, thin
Family: Mom had Jordyn when she was only 16. Biological mom and dad married when Jordyn was 8. Her
baby brother was born when Jordyn was 10. In the last few weeks, her parents have decided to separate
because of her dad’s extra-marital relationship. She’s often responsible for babysitting her autistic little
brother because her parents work a lot. She adores him and they have a sweet relationship. Her family is not
wealthy, but Jordyn’s grandparents often buy her more expensive items (shoes, phone, etc) so some people
think she’s a spoiled rich girl.
Friends: She’s had the same group of friends since she was in elementary school. But since starting high
school, some of them have changed: partying, hooking up with random boys, compromising their values to be
“popular.” They see Jordyn as a prude because she doesn’t want to party or smoke. She’s not particularly
religious, but she doesn’t want to let her family down. She sometimes gets herself into trouble because she’s
nice to boys who mistake her kindness for interest. One asked her out this summer, and when she declined, he
spread rumors that she was a slut.
School: She gets decent grades and works hard at learning: something else her friends don’t seem to care
about. She likes to read. Her parents want her to do running start to help pay for college, but she wants a
typical high school experience. She is in drama club, but one of the upperclassmen acts like a Mean Girl and
it makes Jordyn sick, but she’s kinda afraid to speak out against her, for fear that the Mean Girl will turn on
her. Jordyn wants to be a kindergarten teacher or a veterinarian.
LA10. Unit 1. Cultural Conversations.
Entry Tasks
 Pick up Springboard book off shelf
 Progress reports will be emailed this afternoon. Many of you have
missing assignments that need to be turned in ASAP.
Agenda
1. Collage –DUE YESTERDAY
2. Pat Mora: Legal Alien page 32 (mentor
text)
3. Creative Writing Prompt page 32
• As a table (practice)
• As an individual (assessment)
• Culturally-based conflict
• Internal, External, or Both
• Use juxtaposition
• In your voice (diction, syntax)
• Be ready to read aloud…
4. Bend It Like Beckham…identifying
cultural conflict (internal and external)
two sides:
1.
2.
emotion of
speaker/tone
of poem:
audience:
2.
3.
This Girl
Monster
September 26, 2014
Daily Objectives
• Analyze how two characters
interact and develop over the
course of a text to explain
how conflict is used to
advance the theme of a text.
(Two kinds)
• Analyze a particular point of
view regarding a cultural
experience expressed in
literature and art. (Frieda
and Mora)
• Compare and contrast the
representation of a subject
(cultural identity) in different
media. (Frieda and Mora)
Entry Information
1. Pick up Springboard book off shelf (routine)
2. Wanna retake the vocab quiz?
1. 15 sentences using the literary/academic terms properly
2. Retake during lunch, before/after school
3. Must be completed before EA 1.1
3. Check Skyward!!! Turn in missing assignments ASAP!
Agenda
1. Annotate poems from Friday
2. Check-in slip: cultural identity
1. Put your name on the post it
2. Answer: What culture do you identify with?
3. Bend It Like Beckham
1.
2.
3.
4.
What cultural elements reveal a sense of Jess’s cultural identity?
What are the reason for the conflict?
How are the conflicts resolved?
How do the conflicts in Jess’s culture help you identify your own?
LA10. Unit 1. Cultural Conversations.
September 29, 2014
Daily Objectives
• Apply and incorporate
voice, juxtaposition, and
conflict into student work.
• Annotate poems for voice
and examples of
juxtaposition.
• Consider the speakers’
voices in the poems read by
classmates.
• Analyze cultural elements in
a memoir in order to infer
how cultural identity is
central to the meaning of a
work.
Third Period
Fifth Period
1. Check Skyward!!!
2. Turn in missing assignments
ASAP!
3. You can re-write writing
assignments
1. attach original paper to
second submission
2. Must be completed before
10-10-14
4. You can retake the vocab quiz
1. 15 sentences using the
literary/academic terms
properly
2. Retake during lunch,
before/after school
3. Must be completed before
10-10-14
Entry Information
1. Pick up Springboard book off shelf (routine)
2. Wanna retake the vocab quiz?
1. 15 sentences using the literary/academic terms properly
2. Retake during lunch, before/after school
3. Must be completed before EA 1.1
3. Check Skyward!!! Turn in missing assignments ASAP!
Agenda
2. Check-in slip: cultural identity
1. Put your name on the post it
2. Answer:
What culture do you identify with?
3. Bend It Like Beckham
1.
2.
3.
4.
What cultural elements reveal a sense of Jess’s
cultural identity?
What are the reason for the conflict?
How are the conflicts resolved?
How do the conflicts in Jess’s culture help you
identify your own?
LA10. Unit 1. Cultural Conversations.
September 30, 2014
Daily Objectives
• Apply and incorporate
voice, juxtaposition, and
conflict into student work.
• Annotate poems for voice
and examples of
juxtaposition.
• Consider the speakers’
voices in the poems read by
classmates.
• Analyze cultural elements in
a memoir in order to infer
how cultural identity is
central to the meaning of a
work.