September 4, 2014
Hang on to summer reading assignment
Quick introduction
until the end of
class.
Today:
to our space
Syllabus Monday
Meet your table
Like-book discussion
Mind Maps
September 4, 2014
1. Quick table introductions (homebase)
Due:
2. Break into five like-book groups for brief discussion
Summer reading assignment by
3:00
3. Create a mind map
A mind map is a diagram used to visually
organize information
4. Prepare to present your mind map tomorrow
Rules:
•
Everyone must contribute
•
Rotate writers for each section
•
No one person can do all the graphics
•
Presenters are exempt from writing and vice versa, but they need to
know the info
•
Watch for hogs and logs
Today’s Objectives:
Analyze how a novel’s theme(s)
develops over the course of the
text, including how it emerges
and is shaped and refined by
specific details
Provide an objective summary
of the text
To practice effective speaking
and listening skills that build
capacity for collaboration and
communication
September 4, 2014
Quick table introductions (homebase)
• Go around the table and introduce yourself. Say your
name even if “everyone knows.”
• Share why you took honors LA10, what book you read
this summer and what you did/didn’t like about it.
• Number yourself 1-4 or 1-5
• Wait to hear the question you will answer for your
group.
Due:
Summer reading assignment by
3:00
Today’s Objectives:
Analyze how a novel’s theme(s)
develops over the course of the
text, including how it emerges
and is shaped and refined by
specific details
Provide an objective summary
of the text
To practice effective speaking
and listening skills that build
capacity for collaboration and
communication
To reflect your experience with your summer reading novel, as a group, create a mind map that includes, but is
not limited to, the following areas:
Central themes
Identify the three most important themes of the
text and provide two examples of textual
support for each
Character Tweets
Write two thoughtful and meaningful tweets
from two different characters that relate to
the development and progression of the
character. Remember each tweet can be no
more than 140 characters.
Revelations
Each member of your group will include one startling or inspirational commentary statement that are reflective of
his/her learning from the text. (put the student’s in parenthesis after the statement)
Graphics
Include meaningful graphics on the map to emphasize major aspects of the novel. Focus not just on plot and
places, but ideas as well.
September 5, 2014
Entry task
On a post-it note, copy and complete the following sentence
frame:
When it comes to group work, I ________ because
________.
Today
•Continue work on summer reading poster
•Present themes, tweets, and revelations to the whole class
• Cross-book interviews (*if time)
September 8, 2014
•Syllabus
•Self-evaluation (week 1)
10
I can do this, and I can teach
someone else how to do this.
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.
•Socratic Seminar prep –due tomorrow
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 anywhere in the circle
• Turn in your signed syllabus anytime between now and next
Monday.
• Fold your note card in half (hot dog style), write your name in
large print and keep it on your table top.
• Get out your Socratic Seminar prep homework
• We will go over Socratic procedures
• Be prepared to share at least two times
• Contributions should be SPECIFIC and offer
NEW INSIGHT
Purpose:
Produce clear and coherent communication in which the development and style are appropriate to
task, purpose, and audiences.
September 10, 2014
Today’s objectives
•Introduce outside reading requirements
•Preview the big idea for the unit
•Identify and analyze the skills and knowledge
required to complete EA 1.1 successfully.
• Back to the seating chart…
• Turn in your signed syllabus between
now and Monday.
• Go over outside reading assignment for
S1
• Discuss book choices for S1, Q1 with a
look ahead
• Move in to new Springboard books
• Word sort
• Nouns and Verbs in EA 1.1
• Define and identify culture
1. Grab Springboard book!
2. Turn in signed syllabus (if you haven’t
yet)
3. Outside reading registrations?
September 11, 2014
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.
Due by September 26th
4. Continue unpacking EA 1.1
5. Activity 1.2 page 5
6. Concentric circles and
communication
activity
7. #EA1.1exitslip
Double check seating chart (some changes)
Table 1
Savanna
Anna
Hanna
Daniel
Table 2
Katelyn
Taivin
Emily Cho
Dakoda
Table 3
Keegan
Grace
Solomiya
Taylor
Table 4
Kerra
Nicole K
Diana
Abby
Table 5
Yeh-Sun
Nicole M
Boone
Mikhaela
Table 6
Alex
Lauren
Catherine
Evangelina
Table 7
Jessica
Andrew
John
Lillian
1. Grab Springboard book!
September 12, 2014
Today’s objectives
2. Turn in signed syllabus (if you haven’t
1. Explore the concept of culture
and the role it plays in personal
perceptions.
2. Analyze the communication
process to develop collaborative
discussion norms.
yet)
3. Outside reading registrations?
Due by September 26th
4. Activity 1.2 page 5
5. Maybe 1.3 too
Double check seating chart (some changes)
America
WA
Auburn
ARHS
Table 1
Savanna
Anna
Hanna
Daniel
Table 2
Katelyn
Taivin
Emily Cho
Dakoda
Table 3
Keegan
Grace
Solomiya
Taylor
Table 4
Kerra
Nicole K
Diana
Abby
Table 5
Yeh-Sun
Nicole M
Boone
Mikhaela
Table 6
Alex
Lauren
Catherine
Evangelina
Table 7
Jessica
Andrew
John
Lillian
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.
5.
*You’ll need three diff colored highlighters
“The problem with communication… is the
illusion that it has been accomplished.”
Rhetorical questions
Inclusive pronouns
Diverse punctuation
Active verbs
Illustrative examples
“Ethnic Hash”
1.
2.
3.
4.
5.
1st person point of view
Punctuation to create humor
Fragments
Tone Shifts
Vivid details and descriptions
Voice in Grease
Honors. Unit 1. Cultural Conversations.
September 15, 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
Your definition
Example/text reference
Cultural Heritage
Your definition
Example/text reference
Cultural Identity
Your definition
Example/text reference
Cultural Inheritance
Your definition
Example/text reference
Voice
Your definition
Example/text reference
Quandary
Your definition
Example/text reference
Pluralism
Your definition
Example/text reference
Quadroon
Your definition
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. Turn to pg 10 and answer question 6. Be prepared to share
with the class.
4. Review vocabulary from yesterday
Agenda
1.
“Cultural Identity”
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”
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 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
Entry Tasks –complete within two minutes of bell
Honors. Unit 1. Cultural Conversations.
1. Pick up Springboard book off shelf (routine)
2. Collect and turn in outside reading registrations (Due 9/26)
3. Review vocabulary for understanding
September 17, 2014
4. Complete the following sentence frame on a post-it note:
• 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:
Daily Objectives
Many people of my cultural heritage believe _____;
however, my cultural inheritance varies because I _____.
Agenda
1.
2.
With your group, answer questions 8-11 on page 13.
Look at the rough draft writing sample you completed
as homework:
1.
2.
3.
3.
4.
What specific stylistic elements do you use to establish
an informal tone in your writing? Identify or add two.
Ask a tablemate to identify vivid details in your writing.
It should be obvious. Don’t dig.
Where do you use creative punctuation to articulate
your VOICE?
Activity 1.4 DICTION*SYNTAX
Edit your homework to add or modify syntax that
includes gerund, participial, infinitive, prepositional,
appositive, and parenthetical phrases.
Use Pages
398-400
Deaf Gain
•
•
•
•
•
•
•
•
Diction
Syntax
Gerund Phrases
Participial Phrases
Infinitive Phrases
Prepositional Phrases
Appositive Phrases
Parenthetical Expression
Diction
Syntax
Gerund Phrase
Participial Phrases
Your definition
Your definition
Your definition
Verb as a noun
Your definition
Verb as an adjective
Example/text reference
Example/text reference
Example/text reference
Example/text reference
We spent the day
working on reading and
writing
The stinking shoe
Infinitive Phrases Prepositional Phrases
Your definition
TO + verb
Example/text reference
To stay seemed rude
Appositive Phrases
Your definition
Use of preposition to
establish time
Your definition
Modifying phrase set apart
by commas
Example/text reference
After dinner, we’ll meet.
I will see Tim on
Wednesday.
Example/text reference
Bill, an AP student, sits
next to her in math.
Parenthetical Emphasis
Your definition
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:
Green 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
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
Honors. Unit 1. Cultural Conversations.
Entry Tasks
1. Pick up Springboard book off shelf (routine)
2. Turn in your cultural identity essay:
1. (on top) rubric –highlighted to show self-assessment
2. (followed by) FINAL DRAFT
3. (then) Most recent drafts
4. (lastly) Older, original drafts
3. Review vocabulary for understanding –Quiz
Wednesday (20 words)
Agenda
1.
2.
3.
4.
5.
Review Friday’s reading of “Two Kinds” *watch video clip
Table groups review conflict graph on page 26, write a team-theme
sentence, and present key ideas and details from their chunk –in POEM
Activity 1.6 Two Perspectives on Cultural Identity: Frieda Kahlo
The Life and Times of Frida
Metacognitive Markers
* makes me think/interesting…
? Question/really?/what?
! cool
6.
Activity 1.6
September 22, 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.
• 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
Honors. Unit 1. Cultural Conversations.
Entry Tasks
1. Pick up Springboard book off shelf (routine)
2. Review vocabulary for understanding –Quiz Wednesday (20 words)
3. On page 29, draw arrows identifying Frieda’s use of
September 23, 2014
juxtaposition
(def of juxtaposition on page 32)
Agenda
1. Activity 1.6 Two Perspectives on Cultural Identity:
Frieda Kahlo
2. “Honestly Frida” pg 27
3. Metacognitive Markers
* makes me think/interesting…
? Question/really?/what?
! cool
6. Activity 1.6
• Juxtaposition
• OPTIC
• Stop it, huh
• Legal Alien
New Vocab: perspective,
conflict, theme, symbol,
juxtaposition
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.
O flagrante ocorreu by Edimar Soares
Entry Tasks
 Pick up Springboard book off shelf (routine)
 Review vocabulary for understanding –Quiz Today!
Honors. Unit 1. Cultural Conversations.
September 23, 2014
Agenda
1. Voice Activity Presentations “Stop it, huh”
• Make sure you both understand the relationship, situation,
and tone of your dialogue
2. Legal Alien
2. Highlight words/phrases that show Mora’s voice
3. Juxtaposition in poetry
4. Frida vs. Mora (#13 pg 33)
5. Poem of your own -like Mora’s
• Culturally based conflict
• Internal, External, or Both
• Use juxtaposition
• In your voice (diction, syntax)
• Share tomorrow
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.
• Compare and contrast
the representation of a
subject in different
media. (Frida)
Entry Tasks
Honors. Unit 1. Cultural Conversations.
September 25, 2014
 Pick up Springboard book off shelf (routine)
Daily Objectives
 On the post-it notes:
• Analyze how two
Identify an aspect within your culture that can cause conflict
characters interact and
OR an example of how two of the cultures you belong to
develop over the course
collide.
of a text to explain how
Agenda
1. Legal Alien page 32
2. Poem of your own -like Mora’s
• Culturally-based conflict
• Internal, External, or Both
• Use juxtaposition
• In your voice (diction, syntax)
• Be ready to read aloud…
• You can do it 
conflict is used to
advance the theme of a
text. (Two Kinds)
Cultural Perspective
• 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. (Frida)
Entry Tasks
 Pick up Springboard book off shelf (routine)
Honors. Unit 1. Cultural Conversations.
September 26, 2014
Daily Objectives
Agenda
1. Revise Poems
• Culturally-based conflict
• Internal, External, or Both
• Use juxtaposition
• In your voice (diction, syntax)
2. This Girl
3. Monster
4. Rehearse, practice voice
• Share ‘em at 9:30
• 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.
• Compare and contrast
the representation of a
subject in different
media. (Frida)
Entry Information
1. Pick up Springboard book off shelf (routine)
2. Vocab retake option:
1. 15 sentences using the literary/academic terms properly
2. 1 example of each of the 5 grammatical phrases
3. Retake during lunch, before/after school
4. Must be completed before EA 1.1
3. Talk with your table: Have you picked up copy of your outside reading yet? Have you
started your reading? What is your plan for getting the book read before Thanksgiving?
Agenda
1. Annotate and rehearse poems –be prepared to read today
2. Share poems, receive snaps
3. Exit slip: #culturalidentity (or cultural identity conflict)
4. By Any Other Name page 35
5. Gandhi Bio
6. Connecting Cultural Identity to a Theme: use of diction,
voice, cultural elements, conflict, and tone.
7. 3 different color highlighters
1.
2.
3.
What cultural elements reveal a sense of the narrator’s cultural identity?
What are the reason for the conflict?
How are the conflicts resolved?
Honors. 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.
Entry Information
1. Pick up Springboard book off shelf (routine)
2. Vocab retake option:
1. 15 sentences using the literary/academic terms properly
2. 1 example of each of the 5 grammatical phrases
3. Retake during lunch, before/after school
4. Must be completed before EA 1.1
3. Talk with your table: Have you picked up copy of your outside reading yet? Have you
started your reading? What is your plan for getting the book read before Thanksgiving?
Agenda
1. Multi-culturalism Explained in One Word: HAPA
(p41)
2. How does the writer use a hook for her statement
about heritage?
3. How does the writer define her cultural identity?
4. How does the writer challenge other people’s
expectations related to her cultural identity?
5. SOAPSTone p43
6. EA 1.1 Revisited and Preplanned with SOAPSTone
7. First draft due Friday at the start of class
Honors. Unit 1. Cultural Conversations.
September 30, 2014
Daily
Objectives
• Analyze a mentor
text to determine
how a writer
describes a multiethnic,
multicultural
heritage.
• Analyze cultural
elements in a
memoir in order
to infer how
cultural identity is
central to the
meaning of a
work.