Senior English
Spring 2015

SEPTEMBER 14, 2015
Learning Target
• I will be able to identify tone shifts
• I will be able to provide evidence and justification for my claims.
Homework: Write your pre-assessment assignment

NOTEBOOK SET-UP ON COVER
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NOTEBOOK SET-UP ON 1 ST PAGE
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Table of Contents
 On the next page
 Place a tab labeled “Table of
Contents”
 Write “Table of Contents” on the top of the page
 Number pages
 Left side label “A”
 Right side label “B”

BLESS ME, ULTIMA
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 On page place a tab labeled Glossary
 Divide the remaining pages into 4 boxes per page
 Label each box with a letter until you have labeled each box and used every letter A - Z
GLOSSARY

WORK ON PRE-ASSESSMENT ASSIGNMENT
• Do the best job that you can
• I will use the assessment to guide instruction
• If everyone in the class has already mastered a skill I don’t want to bore you by teaching it again
• Due at the end of class tomorrow.

ESSAY PROMPT
Storytelling was a way for older people to pass some wisdom and understanding on to the young. “La
Llorona” (The Weeping Women) told by Joe Hayes, tells a simple, universal wisdom. Read the story carefully. Then in a well-written essay analyze the literary devices, such as character development, symbolism and tone, Hayes uses to develop this wisdom. (Hint – thesis should be the wisdom Hayes states).

SEPTEMBER 15, 2015
Learning Target
• I will be able to identify tone shifts in literary text.
• I will be able to provide evidence
• Homework: Read
Chapter 1 of Bless
Me, Ultima

SEPTEMBER 16, 2015
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• Learning Target
I will be able to characterize
Antonio and Ultima and use
• Homework: Read
Chapter 2

Character Name F = Feelings A = Actions S = Speech T = Thoughts
Evidence (quote) Evidence (quote Evidence (quote Evidence (quote
Analysis Analysis Analysis
Analysis

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• Write 1 paragraph analyzing one of the characters.
• What does a character learn? Or what is a character’s personality like?
• Use evidence from your graphic organizer.

MODEL PARAGRAPH
Antonio’s father is feeling hopeless. For example, when he is reflecting on how life was like in the past; when his compardes would visit, his “eyes lit up as they
… talked of the old days and told the old stories.” (Anaya, 3). As he is reminiscing about the past he realized how much he longed to return to that lifestyle – to return to Las Pasturas; to return to being a vaquero. This longing for the past creates a sense of hopelessness or depression in Antonio’s father.
He wants what he no longer can have and this longing adds to his already overwhelming sense of the necessity for providing for his family. His pride has led him to feeling unhappy. Antonio’s father feels conflicted. He is caught between two worlds: the world where he feels pride in providing for his family and the world where he longs to return to the life of a vaquero – free and wild.
This confliction turns to hopelessness.

SEPTEMBER 17, 2015
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Learning Target:
I will be able to analyze how imagery/setting creates
• Homework: Read
Chapter 3

THEME
• a main idea or an underlying meaning of a literary work that may be stated directly or indirectly.
• Write definition on page 8A under “Do Now”
• Write “Theme” and page “8A” in the “T” section of your glossary

• Use printer paper
• Fill the entire page
• Remember to correctly cite passages
• Includes at least 3 quotes from chapter 2
• Use as much color as possible
• Include ALL of the following (arrange on the page anyway you choose).
• Chapter, title, and author
• Three or more excerpts from the reading that demonstrate imagery
• A personal response to each passage (analysis) – connect setting to theme
• One or more graphic representations (imagery/setting)

EXAMPLE #1

EXAMPLE #2

EXAMPLE #3

Write 1 paragraph analyzing how imagery/setting creates the meaning of the text as a whole (theme). Use the evidence and analysis you wrote on your one-pager.

SEPTEMBER 18, 2015
Learning Target
• I will be able to effectively participate in a class discussion.
• Homework: Read chapter 4.

Level 1
Recalls facts
Level 2 enable students to process information
Level 3 require students to go beyond the concepts or principles they have learned and to use these in novel or hypothetical situations.
Write 2 level 2 questions and 2 level 3 questions for chapters 1, 2, 3

BMU SECTION SIDE B
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SOCRATIC SEMINAR GUIDELINES
• Everyone participates – it is okay to invite classmates to participate.
• 3 before me
• Be respectful – value others opinions even if they disagree with you
• Remember we are discussing ideas
• Actively listening – paraphrase what was said before

SEPTEMBER 22, 2015
Learning Target
• I will be able to characterize evidence to support
• Homework: Read chapter 5. Work on
Reading Logs.

2 – VOICE POEM
With a partner compare and contrast today’s teenagers to either Antonio or Ulitma.
Think about more than obvious – consider personality and mental endurance
You will be sharing these in small groups tomorrow.

SEPTEMBER 23, 2015
Learning Target
• I will be able to analyze how theme (meaning of the text
• Homework: Read chapter 6. Work on
Reading Logs.

• Use printer paper
• Fill the entire page
• Remember to correctly cite passages
• Includes at least 3 quotes from chapter 2
• Use as much color as possible
• Include ALL of the following (arrange on the page anyway you choose).
• Chapter, title, and author
• Three or more excerpts from the reading that demonstrate imagery
• A personal response to each passage (analysis) – connect setting to theme
• One or more graphic representations (imagery/setting)

MODEL PARAGRAPH
Even though Antonio is only six years old, he is quickly losing his innocence: his childlike nature. The setting of the river symbolizes the ever-changing soul of Antonio. Although he was once afraid of the river, he is starting to appreciate its beauty, “the river was silent and brooding.
The presence was watching over us.” (41). Anaya’s use of the everchanging river adds to Antonio’s loss of innocence because this is where he has witnessed events that have led him to grow up faster than a normal six year old. Although Antonio is growing up fast he still remains a child, “I went to Jason’s house and we played” (43). This change in setting reflects Antonio’s desire to remain a child. Anaya’s use of conflicting settings enforces Antonio’s internal struggle where he is quickly losing his childlike innocence.

SEPTEMBER 24, 2015
Learning Target
• I will be able to effectively participate in a class discussion.
• Homework:
Notebook check tomorrow!!!

CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.
Exceeds – 8 Meets – 7 Approaches – 6 Below – 5 No Evidence – 4
Speaker has prepared and asked or answered several high level questions (level 2 & level
3) based on the text.
Speaker thoughtfully moves the conversation forward through their answers or questions.
Speaker makes insightful connection to others and refers insightfully to the text.
Speaker has prepared and asked or answered few higher level questions (level 2 & level
3) based on the text.
Speaker predictably moves the conversation forward. Speaker makes predictable connections to others and refers to the text.
Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions.
Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher.
Speaker tends to debate, not add to the dialogue. Speaker’s ideas are not always connected to others or
Speaker has not prepared and asked or answered questions.
Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment.
Speaker was always absent on Socratic
Seminar days.

SOCRATIC SEMINAR GUIDELINES
• Everyone participates – it is okay to invite classmates to participate.
• 3 before me
• Be respectful – value others opinions even if they disagree with you
• Remember we are discussing ideas
• Actively listening – paraphrase what was said before

• Grade yourself for today. Use the rubric.
• Justify why you gave yourself that grade.
• What was something that you wish you had said?

SEPTEMBER 25, 2015
Learning Target
• I will be able to organize my notebook.
• Homework: Read
Chapter 7 & 8.

SEPTEMBER 28, 2015
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• Learning Target
I will be able to characterize
Antonio and Ultima and use
• Homework: Read
Chapter 9

Character Name F = Feelings A = Actions S = Speech T = Thoughts
Evidence (quote) Evidence (quote Evidence (quote Evidence (quote
Analysis Analysis Analysis
Analysis

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• Write 1 paragraph analyzing one of the characters.
• What does a character learn? Or what is a character’s personality like?
• Use evidence from your graphic organizer.

SEPTEMBER 29, 2015
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Learning Target
I will be able to analyze how imagery/setting creates
Homework: Read
Chapter 10 (pages 83
– 93)

READ POEM
• How does Sandburg feel about his city?
Does his feeling about his city change?
Where? What evidence demonstrates his feeling(s)?

ASSIGNMENT
• Using Sandburg’s poem as a model, with a partner write a poem from Antonio’s point of view.
• Remember to include how he feels
• Show his conflict between the different settings
• (Llano, river, Las Pastures)
• Make connections between setting and theme.

SEPTEMBER 29, 2015
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Learning Target
I will be able to analyze how imagery/setting creates
Homework: Read
Chapter 10 (pages 84
– 105)

EXIT SLIP ON 3 X 5 CARD
• Write 1 paragraph analyzing how the author’s use of characterization supports the theme.
• TS: Anaya’s use of characterization demonstrates that ________________ (character)
________________________________ (theme).

OCTOBER 1, 2015
Learning Target
• I will be able to effectively participate in a class discussion.
Homework: Read
Chapter 11

BMU SECTION:15B – CH. 10
After Ultima comes to live with the Marez family, there are several major turning points in Antonio’s life, events that change the course of his life from that point forward. Choose which event you think is the most significant and writing from Antonio's point of view explain the impact that event had on your young life.

RUBRIC
CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.
Exceeds – 8
Speaker has prepared and asked or answered several high level questions (level 2 & level
3) based on the text.
Speaker thoughtfully moves the conversation forward through their answers or questions.
Speaker makes insightful connection to others and refers insightfully to the text.
Meets – 7
Speaker has prepared and asked or answered few higher level questions
(level 2 & level 3) based on the text. Speaker predictably moves the conversation forward.
Speaker makes predictable connections to others and refers to the text.
Approaches – 6
Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher.
Speaker tends to debate, not add to the dialogue.
Speaker’s ideas are not always connected to others or the text.
Below – 5 No Evidence – 4
Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment.
Speaker was always absent on Socratic
Seminar days.

EXIT SLIP – ON A 3 X5 CARD
Learning target: I will be able to actively and effectively participate in a class discussion.
1. Based on the rubric, give yourself a grade.
Remember to provide evidence to support your claim.

OCTOBER 2, 2015
Learning Target
• I will be able to analyze text using author’s diction, imagery, details, language and syntax to identify Author’s tone and theme.
Homework: Read
Chapter 12

DIDLS – ANTONIO’S DREAM PAGES 119 – 121
“THAT NIGHT IN MY DREAMS…I COULD REST”
• Read the dream again
• Analyze dream using DIDLS protocol – graphic organizer
• D =Diction - The author’s choice of words and their connotations
• I = Imagery -The use of descriptions that appeal to sensory experience
• D =Details - Facts included or those omitted
• L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.)
• S = Syntax - The way the sentences are constructed

OCTOBER 5, 2015
Learning Target
• I will be able to analyze text using author’s diction, imagery, details, language and syntax to identify Author’s tone and theme.
Homework: Read
Chapter 13

DIDLS – ANTONIO’S DREAM PAGES 119 – 121
“THAT NIGHT IN MY DREAMS…I COULD REST”
• Read the dream again
• Analyze dream using DIDLS protocol – graphic organizer
• D =Diction - The author’s choice of words and their connotations
• I = Imagery -The use of descriptions that appeal to sensory experience
• D =Details - Facts included or those omitted
• L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.)
• S = Syntax - The way the sentences are constructed

TONE – 17A
• an attitude of a writer toward a subject or an audience.

• Read the section again
• Analyze dream using DIDLS protocol – graphic organizer
• D =Diction - The author’s choice of words and their connotations
• I = Imagery -The use of descriptions that appeal to sensory experience
• D =Details - Facts included or those omitted
• L = Language - Characteristics of the body of words used (slang, jargon, scholarly language, etc.)
• S = Syntax - The way the sentences are constructed

EXIT SLIP
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OCTOBER 6, 2015
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Learning Target
I will be able to characterize
Antonio and Ultima and use
• Homework: Read
Chapter 14 (pages
143 – 157)

• Guidelines are on your table
• Work as a table group – use your cups if you need help
• Thematic Statement:
At a young age, Antonio has had experiences that have caused him to grow up too fast – he has lost his childlike innocence before most kids.

• Fill out your own body map.
• Remember to read every poster and take the best.
• Glue your body map on page 18B of your notebooks

EXIT SLIP 3 X 5 CARD
Using the thematic sentence, write a paragraph analyzing
Antonio’s character.
Remember to connect your evidence with the theme of the book – loss of innocence.
At a young age, Antonio has had experiences that have caused him to grow up too fast – he has lost his childlike innocence before most kids.

OCTOBER 7, 2015
Learning Target
• I will be able to organize my notebook.
• Homework: Read
Chapter 14

OCTOBER 8, 2015
Learning Target
• I will be able to analyze how theme (meaning of the text
• Homework: Read chapter
15. Work on Reading Logs.
Notebooks due tomorrow!

• Use printer paper
• Fill the entire page
• Remember to correctly cite passages
• Includes at least 3 quotes from chapter 14
• Use as much color as possible
• Include ALL of the following (arrange on the page anyway you choose).
• Chapter, title, and author
• Three or more excerpts from the reading that demonstrate imagery
• A personal response to each passage (analysis) – connect setting to theme
• One or more graphic representations (imagery/setting)

OCTOBER 9, 2015
Learning Target
• I will be able to effectively participate in a class discussion.
Homework: Read
Chapter 16

BMU SECTION:20B – CH. 15
After Ultima comes to live with the Marez family, there are several major turning points in Antonio’s life, events that change the course of his life from that point forward. Choose which event you think is the most significant and writing from Antonio's point of view explain the impact that event had on your young life. Use only chapters 11 – 15. Think about how this events connects to theme.

RUBRIC
CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.
Exceeds – 8
Speaker has prepared and asked or answered several high level questions (level 2 & level
3) based on the text.
Speaker thoughtfully moves the conversation forward through their answers or questions.
Speaker makes insightful connection to others and refers insightfully to the text.
Meets – 7
Speaker has prepared and asked or answered few higher level questions
(level 2 & level 3) based on the text. Speaker predictably moves the conversation forward.
Speaker makes predictable connections to others and refers to the text.
Approaches – 6
Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher.
Speaker tends to debate, not add to the dialogue.
Speaker’s ideas are not always connected to others or the text.
Below – 5 No Evidence – 4
Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment.
Speaker was always absent on Socratic
Seminar days.

EXIT SLIP – ON A 3 X5 CARD
Learning target: I will be able to actively and effectively participate in a class discussion.
1. Based on the rubric, give yourself a grade.
Remember to provide evidence to support your claim.

OCTOBER 12 - 16, 2015
Learning Target
• I will be able to analyze how theme (meaning of the text
• Homework: Finish the book and activities by
10/19!

OCTOBER 19, 2015
Learning Target
• I will be able to effectively participate in a class discussion.
Homework: Finish chapter activities

QUICKWRITE ON PAGE 27B
Antonio voices one of the major themes of the novel, “…the tragic consequences of life can be overcome by the magical strength that resides in the human heart.” (249) Writing from Antonio’s point of view, defend or challenge this statement.

RUBRIC
CCSS SL 12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11-12 topics, text, and issues building on other’s ideas and expressing their own clearly and persuasively.
Exceeds – 8
Speaker has prepared and asked or answered several high level questions (level 2 & level
3) based on the text.
Speaker thoughtfully moves the conversation forward through their answers or questions.
Speaker makes insightful connection to others and refers insightfully to the text.
Meets – 7
Speaker has prepared and asked or answered few higher level questions
(level 2 & level 3) based on the text. Speaker predictably moves the conversation forward.
Speaker makes predictable connections to others and refers to the text.
Approaches – 6
Speaker has prepared and asked lower level questions (level 1) or has questions not based on the text. Speaker as asked or answered at least 2 questions. Speaker emphasizes only own ideas (stalling the conversation) or only addresses the teacher.
Speaker tends to debate, not add to the dialogue.
Speaker’s ideas are not always connected to others or the text.
Below – 5 No Evidence – 4
Speaker has not prepared and asked or answered questions. Speaker is disruptive or argumentative. Speaker is silent or makes no connection to previous comment.
Speaker was always absent on Socratic
Seminar days.

EXIT SLIP – ON A 3 X5 CARD
Learning target: I will be able to actively and effectively participate in a class discussion.
1. Based on the rubric, give yourself a grade.
Remember to provide evidence to support your claim.

OCTOBER 20, 2015
Learning Target
• I will be able to create a prewrite.
• I will be able to write an intro section to an analytical paper.
Homework: Finish prewrite and intro section

“You never get a 2 nd chance to make a 1 st impression.” This is the purpose of an introductory sections. Use one of the following attention grabbers to start your paper. (Asking a question is safe and predictable – for an exceeds you need to take a risk- try something new).
INTRODUCTION CCSS
W 12.1A
The text thoughtfully and creatively introduces the topic including a unique attention grabber, and effectively includes all parts of an introductory section.
The text adequately introduces a specific topic and uses a unique attention grabber, and adequately includes all parts of an introductory section.
The text predictively introduces the topic but it may use a question as an attention grabber, and attempts to include all parts of an introductory section.
The text vaguely introduces the topic but may be unclear or missing one or more parts of an introductory section.
The text makes no attempt at an introductory section.

TAKE A RISK – TRY SOMETHING
NEW!
• Use a quotation. A quotation is usually a good beginning because you have chosen the quoted material just because it is important to your story; therefore, the reader will also probably find it important. The reader may also recognize the quote and feel comfortable about it, sharing some of your insight. This is why politicians use quotes all of the time in their speeches.
• Use an outrageous statement. The reader will probably not agree with the statement, but at least you have gotten the reader's attention. After that you can qualify your statement.
• Begin with a dramatic scene. Drama means conflict, and conflict gets our interest.
• Begin with a descriptive scene. Descriptive detail acts like a photograph. It appeals to us. This is why magazines use photographs to attract our attention.

EXAMPLES
• 68% of dating teenagers say that their boyfriends/girlfriends have posted their embarrassing pictures on the internet (NYC.gov)
• “ Let us always meet each other with smile, for the smile is the beginning of love.
” (Mother Theresa)
• While waiting for their blueberry pancakes and omelets to arrive, the little sister decided to pick up one of her crayons and toss it at her brother.
Instead of hitting her brother, it flew past the side of his head and hit a man sitting behind them at another table at our local IHOP.

THESIS STATEMENT
• Developing a thesis is a lengthy process. For an exceeds you will need to revise your thesis. You can start with a “working thesis” but refine and edit the statement into a well-crafted thesis.
• It can be longer than 1 sentence.
• A good thesis statement must be
• Interesting.
• Specific
• Manageable
• Arguable

EXAMPLES
• Bad Thesis: “Mark Twain’s Huckleberry Finn is a great American novel.”
• Better: “Through its contrasting river and shore scenes, Twain’s Huckleberry
Finn suggests that to find the true expression of American ideals, one must leave ‘civilized’ society and go back to nature.”
• Bad Thesis: “There is a lot of symbolism in The Scarlet Letter.”
• Better: “Hawthorne’s use of symbolism in The Scarlet Letter falters and ultimately breaks down with the introduction of the character Pearl.”
• Great Thesis: “In All’s Quiet on the Western Front, through Paul’s experience behind the lines, at a Russian prisoner of war camp, and especially under bombardment in the trenches Erich Maria Remarque realistically shows how war dehumanizes a man.”

THESIS TEST
1. Is this a complete sentence (and not a question)?
2. Does it have an opposing argument?
3. Is every word clear and unambiguous in meaning?
4. Is the sentence a dead end, or does it call for additional information and explanation?
5. Does the statement make such a large claim that you believe the writer has no hope of proving it to be true in the space of 3 to 5 pages?
6. What evidence will you need to see before you will believe that the thesis is true?

EXIT SLIP 3 X 5 CARD