ENTRY TASKS
OCTOBER 3, 2014
1. Pick up Springboard books
2. Find new seats
3. Check-in with outside reading book group: books and
vocabulary need to be done by November 17, 2015
AGENDA
1. Check-in, Catch up
2. Revisit EA 1.1
3. Try Chrome books…
4. Set up shared Vocabulary
list with book group
5. Start typing draft of EA 1.1
Rough Draft due Monday
SPRINGBOARD
1. My website/links
2. Top link & class code
3. Create profile
GOOGLE
1. Same as last year…
2. Username
rigleang000@auburn.wednet.edu
First 5 of last, First 3 of first, zero, zero, zero
3. Password
Two zeros in front of SN (8 characters)
00123456
psat 10-15-14
DAILY OBJECTIVES
1
Abby
16
Kerra
2
Savanna
17
Nicole
3
Anna
18
Mikhaela
4
Taylor
19
Alex
5
Hannah
20
Lauren
6
Daniel
21
Catie
7
Katelyn
22
Evangelina
8
Taivin
23
Jessica
9
Emily
24
Andrew
10
Dakoda
25
Boone
11
Keegan
26
John
12
Grace
27
Lillian
13
Solomiya
28
14
Diana
29
15
Yeh-Sun
30
•
•
•
•
Analyze a mentor
text to determine
how a writer
describes a multiethnic,
multicultural
heritage
Review EA 1.1
Reference EA 1.1
Scorning guide
Write a reflective
essay explaining
your cultural
identity
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1. Pick up Springboard books
2. Remember new seats?
3. Post it: write your six-word-cultural-ID on the post it note.
Kristen Lee’s example: “hip-hop loving, piano-playing diva”
AGENDA
1. You should have your best rough draft of EA 1.1 done.
2. Editing Workshop (second, IMPROVED, draft due tomorrow)
SELF EDIT
1. Title your work: be creative
2. Highlight your hook in yellow
3. Underline phrases where you identify aspects of your
culture. (should be several) How do they tie to your
sense of cultural identity?
4. Put a * next to the paragraph were you identify internal
or external conflict and how that influences your
perspective.
5. Put a box around the paragraph where you use a
metaphor to focus your essay.
6. How can you tie the beginning and ending of your essay
together?
7. Put # next to words and phrases were you were
deliberate with your syntax and diction
OCTOBER 6, 2014
psat 10-15-14
DAILY OBJECTIVES
•
•
•
Reference EA 1.1
Scorning guide
Write a reflective
essay explaining
your cultural
identity
Produce clear and
coherent writing in
which the
development,
organization and
style are
appropriate to the
task, purpose, and
audience.
Honors. Unit 1.
Cultural Conversations.
PEER EDIT
1. Read your partner’s work aloud to
them. Read it AS WRITTEN. Pay
attention to phrasing and
punctuation.
OCTOBER 6, 2014
psat 10-15-14
2. Cross-out RIP words and words that
could be more descriptive
3. Cross out words and phrases that
repeat, are redundant, or cliché.
4. Identify the overall TONE of the
piece. 1-2 words.
5. Make grammatical suggestions: for
fluency and clarity.
6. Find and number the following.
1. Appositive phrase
2. Gerund phrase
If missing, make
3. Infinitive phrase
a note that your
4. Participial phrase
partner needs to
5. Prepositional phrase
vary sentence
structure.
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1. Pick up Springboard books
2. Remember new seats
3. Turn in Federal Survey Forms to basket ASAP please
AGENDA
1. You should have your best second draft of EA 1.1 done.
2. Turn in 2nd draft for teacher feedback
Washington Post article
1. Read the green “Parenting as a Gen Xer” article.
2. Annotate for examples of VOICE, CULTURAL
IDENITY, and CULTURAL CONFLICT. Use three
different color highlighters or three different
metacognative markers.
3. Answer the writing prompt on a separate sheet of
paper. Shoot for a response that is 4-5 paragraphs in
length.
4. Due at the end of class today!
5. FINAL copy of EA 1.1. Due Thursday, October 9th
at the start of class –print it before the bell!
1. typed, TNR, 12 pt font, 1.5-double spaced, 2 page max
2. Staple ALL drafts to back of final document
3. You will also need to mark the rubric, create a cover page
and briefly answer the two reflection questions on page 45
4. (We’ll go over the rubric and reflection Wednesday)
OCTOBER 7, 2014
psat 10-15-14
next Wednesday!
DAILY OBJECTIVES
•
•
•
Reference EA 1.1
Scorning guide
Write a reflective
essay explaining
your cultural
identity
Produce clear and
coherent writing in
which the
development,
organization and
style are
appropriate to the
task, purpose, and
audience.
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1.
2.
OCTOBER 8, 2014
Pick up Springboard books
Turn in Federal Survey Forms to basket ASAP
AGENDA
1. Chrome Books (try, try again)
2. Prepare final draft of EA 1.1 Due TOMORROW
at the start of class –print it before the bell!
1. typed, TNR, 12 pt font, 1.5-double spaced, 2 page max
2. Staple ALL drafts to back of final document
3. You will also need to mark the rubric, create a cover page
and briefly answer the two reflection questions on page 45
4. (We’ll go over the rubric and reflection Wednesday)
3. Create title page and answer reflection questions in Google
docs:
Angela Rigley
TNR, 12 pt, SINGLE SPACED
Mexican-American Dancing Divia
4. Log-in to Springboard
Embedded Assessment 1.1
Honors LA10 p2
5. Take practice Exam
October 8, 2014
6. Remaining class to be used
to
4. Work on outside reading
5. Create shared vocab list
Reflection:
with group
1. 1¶ Which aspects of your
cultural identity were you
6. Type EA 1.1
already…
7. Take online practice SAT
on career center website
2. 1¶ What are some of the
different cultural heritages…
(bottom of home page)
psat 10-15-14
next Wednesday!
DAILY OBJECTIVES
•
Prep EA 1.1
28
Abby
15
Yeh-Sun
2
Savanna
16
Kerra
3
Anna
17
Nicole
29
Taylor
18
Mikhaela
5
Hannah
19
Alex
6
Daniel
20
Lauren
7
Katelyn
21
Catie
8
Taivin
22
Evangelina
9
Emily
23
Jessica
10
Dakoda
31
Andrew
11
Keegan
25
Boone
30
Grace
26
John
13
Solomiya
27
Lillian
14
Diana
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1.
2.
OCTOBER 8, 2014
Pick up Springboard books
Turn in Federal Survey Forms to basket ASAP
AGENDA
1. Chrome Books (try, try again)
2. Prepare final draft of EA 1.1 Due TOMORROW
at the start of class –print it before the bell!
1. typed, TNR, 12 pt font, 1.5-double spaced, 2 page max
2. Staple ALL drafts to back of final document
3. You will also need to mark the rubric, create a cover page
and briefly answer the two reflection questions on page 45
4. (We’ll go over the rubric and reflection Wednesday)
3. Create title page and answer reflection questions in Google
docs:
Angela Rigley
TNR, 12 pt, SINGLE SPACED
Mexican-American Dancing Divia
4. Log-in to Springboard
Embedded Assessment 1.1
Honors LA10 p2
5. Take practice Exam
October 8, 2014
6. Remaining class to be used
to
4. Work on outside reading
5. Create shared vocab list
Reflection:
with group
1. 1¶ Which aspects of your
cultural identity were you
6. Type EA 1.1
already…
7. Take online practice SAT
on career center website
2. 1¶ What are some of the
different cultural heritages…
(bottom of home page)
psat 10-15-14
next Wednesday!
DAILY OBJECTIVES
•
Prep EA 1.1
28
Kevin
15
Kiara
2
Will
16
Josh
3
Ethan
17
Joy
29
Connor
18
Haley
5
Elliott
19
Jessica
6
Charlie
20
Evan
7
Makenzie D
21
Natalie
8
Chike
22
McKenzie R
9
Gianna
23
Mary
10
Hanna
31
Gwendolyn
11
Savannah
25
Angel
30
Jerena
26
Emma
13
Brady
27
Sean
14
Zoe
32
Colin
33
Juliet
Honors. Unit 1.
Cultural Conversations.
Wear
purple
ENTRY TASKS
1. No Springboard books
2.P2 Turn in Federal Survey
Forms to basket ASAP please
AGENDA
Continue and finish Crash.
OCTOBER 14, 2014
psat
tomorrow
Test
8:05-11:20
Bring your
outside reading
book in case you
finish early!
11:20
First lunch or
first period
All 6 classes meet tomorrow
Honors. Unit 1.
Cultural Conversations.
The idea:
“When hurtful stereotypes and ignorant prejudices
collide, a major accident is bound to ensue. Mao once said,
‘Without destruction there can be no construction.’ I
interpret this to mean that in order to construct (or reconstruct), a positive deconstruction is sometimes
necessary first. Crash is layered enough to do that and
much more. If you have a class of English students that
seem open to receiving pop-cultural topics for writing and
discussion subject-matter, you might have some success
with this piece.” –Lee Hobbs
The purpose:
Already this year, we’ve read and discussed various multicultural issues that have asked us to put ourselves in
others’ shoes, to walk the walk of people in a different place
and time than ourselves. In doing that, we’ve found
themes that transcend culture and time. I hope that
the movie Crash (although altered from its original version)
helped bring those same issues to a modern-day America
where we can examine and challenge our beliefs, our
society, and ourselves from where we are today.
The hope:
In order to be most effective in our discussions and
reflections, we need to maintain an academic maturity and
sensitivity when sharing our views and listening to others.
I know you can chose your words carefully, respect
differences, and listen with an open mind. Please remember
this as we ask and answer important questions.
Tom
Christine
Rick
John
Grahm
Anthony Jean
(& Peter)
Farhad
1.
Take a minute with your table group and ask clarifying
questions. Make connections among the characters.
2.
How do each of the characters demonstrate an internal and
external cultural conflict?
3.
What evidence is there for WHY they are WHO they are?
What are the catalysts for change?
4.
Why is the film titled Crash? Is there a literal reason and a
metaphorical reason for the title? Please explain.
5.
Throughout the film, the director focuses on stop signs and
stop lights multiple times. Why do you think this is?
6.
What social issues or social problems did you identify in
Crash? How were they represented?
7.
Which stereotypes does this film challenge? How?
8.
Which character(s) did you identify/agree with most? Why?
9.
Who are the protagonists in this film? Why would you
qualify them as the “good guys”?
ENTRY TASKS
1. You do NOT need your books today
2. Move desks in a circle and find a seat
3. You will need the responses that you wrote yesterday
AGENDA
1. Crash Socratic Seminar
2. Staple blue paper to yesterday’s responses
3. Turn it in at the end of class
OCTOBER 16, 2014
Homecoming
Spirit Next Week
Monday:
PJ/Seattle Sports
Tuesday:
Flannel/Western wear
Wednesday:
Pink-out
Thursday:
Color War
Friday:
Twinning
DAILY OBJECTIVES
1. Present information,
findings, and
supporting evidence
such that listeners can
follow a line of
reasoning and
organization and style
appropriate to the task.
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1. Pick up Springboard books
2. Turn in Federal Survey forms: Abby, Taivin, Grace, Solomiya,
Nicole, Diana, Yeh-Sun, Mikhaela, Alex
OCTOBER 16, 2014
Homecoming
Spirit Next Week
Monday:
PJ/Seattle Sports
Tuesday:
Flannel/Western wear
Wednesday:
Pink-out
Thursday:
Color War
Friday:
Twinning
AGENDA
1. Start second half of unit one [PAGE 47]
2. Essential Questions
1. How do cultural experiences shape, impact, or
influence our identity and perceptions?
2. How do we synthesize multiple sources of
information into a cohesive argument?
3. Unpack EA 1.2 [PAGE 85]
4. Graphic Organizer on poster: winner will be displayed
write
DAILY OBJECTIVES
•
Collaborate
EA 1.2
with peers
an essay
1. Deconstructing a writing prompt [PAGE 48]
1. Subject
2. Speaker
3. Type of Essay
4. Task
5. Hints
•
Identify the
knowledge and skills
needed to completed
Embedded
Assessment 1.2
successfully
Deconstruct a
writing prompt
LA10. Unit 1.
Cultural Conversations.
Skills –what you’ll do
Knowledge –what you need to know
ENTRY TASKS
1. Grab Springboard book
2. You’ll need a highlighter
3. On post-it: Recall a time you found yourself in a completely
new environment (ie travel, new community/school). What was
it like? What images (sight, sound, touch, taste, smell) do you
remember? Briefly describe how you felt. Were you
uncomfortable? Disappointed? Overwhelmed?
AGENDA
Your assignment is to
1. Unpack writing prompts
synthesize at least three to
[pg 48]
five sources and your own
1. Subject
observations to defend,
2. Speaker
challenge, or qualify the
3. Type of Essay
statement that America still
4. Task
provides access to the
5. Hints
American Dream. This
2. Vocabulary 1.2
question requires you to
1. Figurative Language
integrate a variety of sources
2. Allusion
(3–5) into a coherent, well3. Imagery/Images
written argumentative
4. Denotation
essay. Your argument should
5. Connotation
be central; the sources and
3. When Worlds Collide
your observations should
[pg 50]
support this argument.
OCTOBER 19, 2014
Homecoming
Spirit Week
Monday:
PJ/Seattle Sports
Tuesday:
Flannel/Western wear
Wednesday:
Pink-out
Thursday:
Color War
Friday:
Twinning
DAILY OBJECTIVES
1. Present information,
findings, and
supporting evidence
such that listeners can
follow a line of
reasoning and
organization and style
appropriate to the task.
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
1.
2.
Grab Springboard book
On the back of your image from “Worlds Collide”
•
•
Identify how Iyer juxtaposes 1) images of wealth and success
vs images of struggling to achieve (in paragraph two) and 2)
the expectation of freedom from a police state vs the reality
of cultural restrictions (in paragraph five).
Write a response to the prompt on page 52: To what extent
does one’s background affect his or her perception of a given
situation? For example:
The new arrivals to America in Pico Iyer’s “Where Worlds Collide” are less
affected by their new surroundings than they are by their own expectations of
the land and promise that awaits them. Iyer describes the “unending
cacophony” (p6) of sounds and the “opportunities [that] are swirling dizzily,
promiscuously” (p2) within the newcomers’ vision. Even so, the barrage of
colors and noise do not suggest that they are going any where but the “Land
of Opportunity,” a phrase whose idea is repeated at least four times. This
allusion to the “Promised Land,” (p1) a biblical place that beckoned God’s
chosen people, is synonymous with America, and is referenced as a new life
they can “claim” in the “The City of Angels.” So in spite of images of
overwhelming transportation options (p2), overpriced snacks (p4), and
overzealous sales pitches (p2), the new arrivals “await” something; their
expectations of the opportunities are not even squelched as they move into
their new home. Iyer’s piece strongly suggests that expectations are a part of
one’s background, and in this case, expectations are enough to hide otherwise
daunting visions from one’s experience.
AGENDA
1. Pico Iyer "Where is Home?" TEDtalk (14 minutes)
2. The Colon: vs. The Semicolon;
OCTOBER 22, 2014
Homecoming
Spirit Week
Wednesday:
Pink-out
Thursday:
Color War
Sophomores
Wear
WHITE
Friday:
Twinning
Please turn in
Federal Survey
forms: Taivin,
Grace, Solomiya,
Diana, Yeh-Sun,
Mikhaela, Alex
Honors. Unit 1.
Cultural Conversations.
ENTRY TASKS
OCTOBER 22, 2014
1. You do NOT need
Springboard books today.
1
8:05-8:51
2
8:56-9:42
3
9:47-10:33
1. TED talks –synthesis
4
10:33-11:07
11:24-11:58
2. Be prepared to write a claim statement that
5
11:58-12:44
6
12:49-1:35
A
1:45-2:35
AGENDA
identifies the thematic connection among the
speakers’ messages.
3. Site 1-2 examples from at least three different clips.
Brain Magic
How to Live Before you Die
The Puzzle of Motivation
Why we do what we do
How I Held My Breath
DAILY OBJECTIVE
•
Analyze the
structure of a text to
explain how the
author unfolds a
series of ideas for
effect.
LA10. Unit 1.
Cultural Conversations.
ENTRY TASKS
OCTOBER 23, 2014
1. Pick up Springboard books
AGENDA
1. Page 53: Highlight and identify symbols, imagery, and
figurative language in the poem.
1. Connotation
2. Denotation
3. Sight, Sound, Touch, Taste, Smell
4. Metaphor
5. Anaphora
6. Personification
2. Underline lines that you think are important in
establishing the meaning of quilts to the speaker.
1. How do the pieces of the quilt embody cultural
heritage?
“wedding organdies, velvets,” “Michigan spring faced curtain pieces,”
“father’s Santa Fe work shirt,” “summer denims,” and “somber black
silk” are all expressive of the family heritage.
2.
3.
4.
5.
In line 22, what image does the verb “galloping” create?
What truth (about life) is presented in Acosta’s poem?
SIFT strategy [pg 56]
As a table, write an interpretive thesis for the poem.
Use T.A.G. and identify the tone/theme of the piece.
1
8:05-8:51
2
8:56-9:42
3
9:47-10:33
4
10:33-11:07
11:24-11:58
5
11:58-12:44
6
12:49-1:35
A
1:45-2:35
DAILY OBJECTIVE
•
Analyze a poem for
the author’s use of
literary devices to
explain how specific
stylistic choices
support the development of tone and
theme.
LA10. Unit 1.
Cultural Conversations.
HOW TO PARENTS INFLUENCE YOUR
PERSPECTIVES ON YOUR INDIVIDUAL
1. VALUES
2. BELIEFS
3. ACCEPTABLE BEHAVIORS
AND
4. SOCIALLY CONSTRUCTED IDEAS
(RELIGION, POLITICS, SUCCESS)
ENTRY TASKS
1. Pick up Springboard books
Friday’s agenda
1.
2.
3.
Page 53: Highlight and identify symbols, imagery,
and figurative language in the poem.
1.
Connotation
2. Denotation
3. Sight, Sound, Touch, Taste, Smell
4. Metaphor
5. Anaphora
SIFT strategy [pg 56]
As a group, write an interpretive thesis for the poem.
Please turn in
Federal Survey
forms: Taivin,
Solomiya,
Diana, YehSun, Mikhaela,
Alex
Monday’s agenda
1. Revisit the text you have read in this unit. In addition to
My Mother Pieced Quilts, chose at least one other text
that would serve as good evidence to the support a
response to the following question:
OCTOBER 27, 2014
DAILY OBJECTIVE
Analyze a poem for
the author’s use of
literary devices to
explain how specific
stylistic choices
support the development of tone and
theme.
• Develop strategies for
organizing ideas.
•
P1
9:05-9:51
How do writers use symbolism to convey theme?
P2
9:56-10:42
 Write a thesis statement for your essay responding to
the question
 Outline your response (look through text to find
examples, organize examples in groups, annotate with
reflective commentary CM,etc)
 Write a multi-paragraph essay. Use TLQ, specific text
references (CD), and thoughtful analysis (CM)
2. Due at the end of class today.
P3
10:47-11:33
P4
11:33-12:07
12:24-12:58
P5
12:58-1:44
P6
1:49-2:35
LA10. Unit 1.
Cultural Conversations.
ENTRY TASKS
We are AR shirts: Thursday
1. Pick up Springboard books
Orange and Black: Friday
agenda
1. Today will help you prepare for EA 1.2 by
OCTOBER 28, 2014
Please turn in
Federal Survey
forms today:
1. Giving you an opportunity to synthesis ideas about a text
2. Introducing the idea of claims and counterclaims
Taivin, Solomiya,
Diana, Yeh-Sun,
Mikhaela, Alex
2. Work with your table group on assigned passage from
Everyday Use by Alice Walker [pg 58-65]
• Use the “key ideas and details” to identify specific
textual details in your passage
• SIFT your passage to identify tone conveyed through
figures of speech.
• Pay attention to the author’s development of TONE
(mood, emotion) and THEME (comment on ‘life’)
• Silently read your passage –you may need to read a
little before/after it to get context.
• Decide, plan, and practice as a group how you will
present your passage to the class. You will need to
present the text as well as convey the tone and theme.
Take turns reading, read/perform, turn it into a script, etc. Be ready to present tomorrow.
58&59
63
60
64
61
65 & ATA
62
DAILY OBJECTIVE
Analyze a work of
fiction to determine
and explain the
theme of the work.
• Compare and
contrast how
different authors
explore similar
subjects and themes.
•
LA10. Unit 1.
Cultural Conversations.
Entry tasks
1. Pick up Springboard books
2. Distribute papers under one of your seats
agenda
1. Go over EA 1.1
1. Observations
2. Opportunities
1.
2.
3.
OCTOBER 29, 2014
Remember to
check class
website for
information
and resources.
Edit workshops & teacher feedback
If you turned it in on time (no clock stamp) you can rewrite it one time.
10% grade improvement.
3. Rewrite Requirements due Friday by 2:35PM
1. New and improved copy and cover page (on top)
2. Highlight all changes made on new copy
3. Attach original final draft, cover page, and rubric
4. Include a 1 page, typed, double spaced reflection:
• Identify elements of the rubric that you targeted for
improvement –give specific examples. In what ways is your
new and improved copy stronger than your last draft?
• Reflect on what you have learned about yourself as a writer.
• What did you learn from this writing experience that you could
use in the future?
2. With your table group, present assigned passage from
Everyday Use by Alice Walker [pg 58-65]
3. SIFT Everyday Use on page 66 so we can compare and
contrast Acosta and Walker’s perspective on similar
subjects and themes.
DAILY OBJECTIVE
Analyze a work of
fiction to determine
and explain the
theme of the work.
• Compare and
contrast how
different authors
explore similar
subjects and themes.
•
Tomorrow:
We are AR
Friday:
Orange is the
new Black
LA10. Unit 1.
Cultural Conversations.