Hook, Housekeeping & Homework Monday

• How was you weekend? Did you go to Homecoming?• Have out your reading/writing notebook opened to your

annotations of “A Quilt of a Country”

• Homework: In your comp notebook, complete ARG Step 2 (notes) and Step 3 (reflection) for “A Quilt of a Country”

Past, Present, Future Monday

• “A Quilt of a Country” – assigned paragraphs to annotate for op-ed & main idea

• “A Quilt of a Country” – meet with your groups

• Formative Assessment #1

Text Types Monday

• Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task

• Objective: you will be able to engage in a op-ed non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft.

• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain We Do Monday

Purpose: to come to a consensus about main idea and craftTasks:• Meet with your same paragraph number• Share and compare annotation ideas and come to a common

conclusion about the main idea of your paragraph• Discuss and select one craft tool that the author uses to best

support the main idea • Share your visual images for the paragraphOutcome: prepared to share knowledge with larger group

Instruction: Obtain I Do Monday

• Main idea of my paragraph: • America is supposed to represent a perfect model, but it seems

like this shouldn’t work because it is made up of so many different kinds of people.

• One craft tool that the author uses to best support the main idea: • Use of simile in title and text

• quilt = America• fabric = various AmericansThis allows the reader to see how things thatDon’t seem to go together can work.

• Visual images for the paragraph

Instruction: Obtain We Do – You Do Monday

Purpose: to come to an understanding of the entire article’s purpose, main idea (and craft)Tasks:1. Meet in groups of 7 ( a person, hopefully, to represent each

paragraph)2. In order by paragraph, share the main idea of each

paragraph and a significant craft tool used3. Share your visual images for the paragraph4. Once everyone has shared, discuss what you believe

Quindlin’s purpose is for writing the op-ed and what her main point is about America/Americans

Outcome: purpose and main idea statement

Text Types Monday

• Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task

• Objective: you will be able to engage in a non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft.

• Relevance: If you understand how an author uses craft tools to forma purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

• Demonstration of Learning (DOL)• What is the purpose of the ARG? For what is it used?• Homework: If you do not finish the ARG today in class, finish it

tonight

Hook, Housekeeping & Homework Tuesday

• Have out your reading/writing notebook• Did you write a 5 or more sentence ARG Step 3: Reflection for

the “a Quilt of a Country” article? If not, get to work!• Flashback• 9/11: Rescue workers at Ground Zero• https://www.youtube.com/watch?v=U2EoWjggvRs• George W. Bush - 9/11 Bullhorn Speech• https://www.youtube.com/watch?v=x7OCgMPX2mE

• Homework: Formative Assessment #1 tomorrow; bring your notes and copy of “A Quilt of a Country”

Past, Present, Future Tuesday

• “A Quilt of a Country” – met with your groups and shared main ideas, craft tools, and visuals (ARG Steps 2 & 3 as homework)

• “A Quilt of a Country” – purpose and main idea of op-ed• Literary Analysis – feedback and considerations

• Formative Assessment #1

Text Types Tuesday

• Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition

• Objective: you will be able to engage in a two different texts in order to identify, exemplify, explain different text types, main idea and the craft tools of those text types.

• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Develop & ApplyWe Do Tuesday

Purpose: • To determine the purpose, main idea, and dominate craft used

as supporting detail of “A Quilt of a Country.” Tasks:• Sit in your shoulder partner pods of 4• Discuss your responses about author’s purpose and come to a

conclusion. Send someone up to write the purpose on the board.

• Do the same for main idea and craftOutcome: an understanding of purpose, main idea, and craft in “A Quilt of a Country.”

Instruction: ObtainContent Rubric Tuesday

0 The student does not reach a standard described by any of the descriptors below.1-2 … demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support. The use of terminology is missing, inconsistent, and/or incorrect.3-4 … demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient. The use of terminology is sometimes accurate and appropriate.5-6 … demonstrates sufficient understanding of the text and topic, and an awareness of the author’s choices using adequate detail, development and support. Terminology is usually accurate and appropriate.7-8 … demonstrates a good understanding of the text and topic, and the author’s choices using substantial detail, development and support. Relevant terminology is used accurately and appropriately.

Basic Elements

Through the use of figurative language, Myer’s reveals in his poem “Push and Pull” that all immigration has been an on-going cycle. Myer’s uses the image of a “wave” as a metaphor for immigration. Just as waves roll from “different places at different times,” immigrants have come from different countries (England, Ireland, Mexico, China, etc.) during the past 200 years, many literally arriving on boats. The image of a “crashing wave,” as compared to a gentle, rolling wave, reveals not only the vast numbers of people that may come at one time but an acknowledgment that immigration at times, as the one on “our shores now,” may seem forceful and overwhelming. The metaphor illustrates immigration as a natural cycle.

9-10 … demonstrates a perceptive understanding of the text and topic, and the author’s choices using consistently using substantial detail, development and support. The student shows a sophisticated command of relevant terminology and uses it appropriately.

John Myers’ interesting section of dialogue along with an almost clichéd use of figurative language in “Push and Pull” combine to convey the idea that immigrants are all subject to the same types of discrimination but eventually become part of America.

The fourth stanza of the poem contains four lines of grammatically correct dialogue, whereas the other four stanzas are grammatically incorrect free verse. One example of dialogue from the fourth stanza is, “Send them all back to where they came from." By including dialogue of this sort, Myers includes a glimpse of the faceless ignorance of the “native” population that immigrants undoubtedly endure. When the speaker demands that immigrants are sent “back to where they came from,” it seems that the speaker doesn’t really know or care wherever that may be, so long as it’s not where he lives. Such is the ignorance that Myers seems to be getting at with the dialogue: without walking a mile in an immigrant’s shoes, it’s really easy to tell them to go home, however horrible “home” may be.

As for figurative language, Myers relies on a hopelessly tired “giant pot” metaphor in the first line of stanza five. Sure, pots are used to prepare separate ingredients into a cohesive (and hopefully tasty) dish. The comparison works because, when one considers the different groups of immigrants that come to our country, whether it’s the Italian and Irish influx of the early 20th century, to the more media-focused influx of Mexicans from the south and Asians from the east, people of all sorts of cultures and creeds continue to do what they always have done: come to America for a better future. As such, they combine to make a familiar America: one full of cultural traditions that all combine to make a diverse, heterogeneous place of tolerance, after a while, that is.

All in all, Myers optimistic, almost persuasive poem is honest enough but almost a little too clichéd. However, its message about the cyclical nature of becoming “American” is comforting enough, so long you the reader isn’t an immigrant. For those folks, it’s probably a little too real.

Literary Analysis Model – “Push and Pull”Below, you will find a model of literary analysis. It is broken into pieces for easier viewing. You should understand that analysis consists of four parts:• Identification• Exemplification• Explanation• ElaborationWhat do you think these terms mean when it comes to literary analysis?Today, you are going to compare your paragraph to the sample. However, before you do, we must annotate the sample very carefully, looking for craft moves the writer used to convey his point. Yes, you are looking for examples of those four items above, structural devices, and content ideas the writer used in this piece. If I were you, I might use a highlighter to color code what you think are examples of those four items above.

Analyze

John Myers’ interesting section of dialogue along with an almost clichéd use of figurative language in “Push and Pull” combine to convey the idea that immigrants are all subject to the same types of discrimination but eventually become part of America.

The fourth stanza of the poem contains four lines of grammatically correct dialogue, whereas the other four stanzas are grammatically incorrect free verse. One example of dialogue from the fourth stanza is, “Send them all back to where they came from." By including dialogue of this sort, Myers includes a glimpse of the faceless ignorance of the “native” population that immigrants undoubtedly endure. When the speaker demands that immigrants are sent “back to where they came from,” it seems that the speaker doesn’t really know or care wherever that may be, so long as it’s not where he lives. Such is the ignorance that Myers seems to be getting at with the dialogue: without walking a mile in an immigrant’s shoes, it’s really easy to tell them to go home, however horrible “home” may be.

Analyze

As for figurative language, Myers relies on a hopelessly tired “giant pot” metaphor in the first line of stanza five. Sure, pots are used to prepare separate ingredients into a cohesive (and hopefully tasty) dish. The comparison works because when one considers the different groups of immigrants that come to our country, whether it’s the Italian and Irish influx of the early 20th century, to the more media-focused influx of Mexicans from the south and Asians from the east, people of all sorts of cultures and creeds continue to do what they always have done: come to America for a better future. As such, they combine to make a familiar America: one full of cultural traditions that all combine to make a diverse, heterogeneous place of tolerance, after a while, that is.

All in all, Myers optimistic, almost persuasive poem is honest enough but almost a little too clichéd. However, its message about the cyclical nature of becoming “American” is comforting enough, so long you the reader isn’t an immigrant. For those folks, it’s probably a little too real.

Activities: Develop & ApplyWe Do Tuesday

Purpose: To prepare for Formative #1 by analyzing your SCR in relationship to the Content Rubric and teacher feedback in order to improve your responseTasks:• Sit with your paragraph partner • Re-read your paragraph response as well as my comments• Ask clarifying questions• Re-write the paragraph based on the Content Rubric and

teacher feedback • If another group finishes, swap paragraphs and provide

feedbackOutcome: an understanding of the type of response you’ll need to write for Formative #1

Text Types Tuesday

• Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition• Objective: you will be able to engage in a two different texts in order to

identify, exemplify, explain different text types, main idea and the craft tools of those text types.

• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

• Demonstration of Learning (DOL): What did you learn today about writing a SCR literary analysis?

• Homework: Formative #1 tomorrow

• Extension Activity: none

Hook, Housekeeping & Homework Wednesday/Thursday

• Have out your reading/writing notebook

• Have out a blank sheet of loose-leaf paper• In the upper right hand corner, write a proper heading1. Your first name & last initial2. My name (Mrs. Durland)3. Course and period (E3H P___)4. Date (9/11/13)

• Homework: Re-read through the “Heritage Project: Assignment” sheet and discuss it with family

Past, Present, FutureWednesday/Thursday

• Review of purpose, main idea, craft• How to write about main idea and craft (returned paragraphs

on “Push and Pull”)

• Formative #1• Returns/Grades• Introduction to Heritage Project

• “American History”

Text Types Wednesday/Thursday

• Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition

• Objective: you will be able to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.

• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Develop & ApplyYou Do Wednesday/Thursday

Do NOT write on assessment today. Respond on your loose-leaf paper.

Purpose: to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.Tasks:1. Write the letter answers to the multiple choice questions and respond to the

SCR questionWhen you are done, while you wait:2. Turn in your answers AND the test sheet; pull any returned items out of the

stack3. Check your grade (posted by ID# on the wall); hold any personal questions until

your own time4. Take a “What Do You Think?” sheet and respond to the anticipation statements5. Take your homework sheet “American Heritage Project” and read and annotate

it

Outcome: preparation for next text

Activities: Develop

4 Corners• How did you respond to the What Do You Think Statements?• Go to the corner that best represents your response• Discuss with your group why you are there• Be prepared to identify, exemplify, explain/elaborate

Instruction: Obtain• American Heritage Project• This project will be 90% on your own time!• Questions?

Text Types Wednesday/Thursday

• Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition

• Objective: you will be able to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.

• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?• Homework: Re-read the “Heritage Project: Assignment”

sheet and discuss it with family

Hook, Housekeeping & Homework Friday

Consider the following statements from yesterday and either turn to a shoulder partner to discuss or respond in writing in your composition notebook:• People of one race cannot possibly understand another race.• Members of a family share certain values.• Political events have no impact on teens.• Parents know what is best for their children.• One small experience can change a person’s self-image forever.• Americans, of whatever backgrounds, are more alike than different.• I have never felt discriminated against because of my race, ethnicity , or culture.• Relationships within one’s own racial or ethnic group work out better.

What did you discuss/write? Share out as class.

Homework: Be prepared for a quiz over “American History” (consider plot elements)What initial ideas do you have for your American Heritage Project? Have you spoken with anyone?

Past, Present, Future Friday

• Formative Assessment #1• What Do You Think? Sheet - 4 Corners activity• Heritage Project Assignment – Due October 4th

• “American History”” by Judith Ortiz Cofer

• Continue “American History”” by Judith Ortiz Cofer

Text Types Friday

Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary textsObjective: you will be able to engage in a fictional narrative text, identifying, exemplifying, explaining, textual evidence and craft.• Relevance: If you understand how an author uses craft tools to

form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

Activities: Develop Friday

• Listen to the text “American History”• What type of text is it?• How do you know?

• Add to your Text Type Notes in your comp notebook (9/4)• Fictional Narrative

• Tells a story• Setting• Characters (characterization) - Dialogue• Plot: Exposition, Rising/Falling Actions, Conflict, Climax, Resolution• Theme (universal, central message about the world in which you live

and/or what it means to be a human being in this world)• Figurative Language• Symbolism• Descriptive Writing

Activities: Apply Friday

Purpose: to practice your annotation skills with a fictional narrative Task: return to the text and annotate (underline, circle, label and make notes in the margins) the following characteristics:• Setting (time and place)• Characters (characterization) – Dialogue• Plot: Exposition, Rising/Falling Actions, Conflict, Climax,

Resolution• Theme (universal, central message about the world in which you

live and/or what it means to be a human being in this world)• Figurative Language• Symbolism• Descriptive Writing

Activities: Develop Friday

• Listen to the text “American History”• What type of text is it?• How do you know?

• Add to your Text Type Notes in your comp notebook (9/4)• Fictional Narrative

• Tells a story• Setting• Characters (characterization) - Dialogue• Plot: Exposition, Rising/Falling Actions, Conflict, Climax, Resolution• Theme (universal, central message about the world in which you live

and/or what it means to be a human being in this world)• Figurative Language• Symbolism• Descriptive Writing

Text Types Friday

Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary textsObjective: you will be able to engage in a fictional narrative text, identifying, exemplifying, explaining, textual evidence and craft.• Relevance: If you understand how an author uses craft tools to form a purpose for a text, then

you will be able to choose the mode of writing and conventions to best achieve your own purpose.

• Essential Question(s): How do I know what the type and purpose of the text is?

Demonstration of Learning (DOL): What type of text is “American History”? What is the purpose of the text? How do you know?

Homework: Be prepared for a quiz over “American History” (consider plot elements)What initial ideas do you have for your American Heritage Project? Have you spoken with anyone?

Have a good weekend!

Next Week• Quiz• Fishbowl discussion (essay questions)• ARG “American History”• Wednesday Assessment?

• Purpose: to consider the larger topic of immigration and the Heritage Project

• Homework: Ask your parents, relatives, or guardians about your heritage and background. • When and why did your family come to the United Sates of America? To

Colorado? To Colorado Springs? To your neighborhood? • What types of jobs have your ancestors/relatives had? What languages did

they speak? What family stories do they know?• Who else could I speak to in order to find out more about our family

ancestry?• If the answers are difficult to discover, that’s okay; that’s still information.

10th Standards1. Oral Expression and Listening1. Content that is gathered carefully and organized well successfully influences an audience2. Effectively operating in small and large groups to accomplish a goal requires active listening2. Reading for All Purposes1. Literary and historical influences determine the meaning of traditional and contemporary literary texts2. The development of new ideas and concepts within informational and persuasive manuscripts3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts3. Writing and Composition1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience2. Organizational writing patterns inform or persuade an audience3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process4.Research and Reasoning1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy