Week of Week of Monday, Monday,

January 7, 2008January 7, 2008Mrs. NavejarMrs. Navejar

Unit 3/ from Desert Exile: The Uprooting of a Unit 3/ from Desert Exile: The Uprooting of a

Japanese-American FamilyJapanese-American Family • Open to page 298• Connect Question- Have you ever been judged based on

your appearance. What happened and how did you feel? • Background

– Read the paragraph, pick the most important sentence and write it down.

• Literary Analysis– Writer’s purpose is his or her reason for writing

• Comparing literary works- Compare the details that each writer uses to achieve his or her purpose.

• Reading Strategy– To apply background knowledge as you read, use what you

already know about a subject to help you understand new information about that subject.

• Vocabulary- Immersed in Words chart

Japanese Internment Japanese Internment • Why it happened• What Do U Know About Japanese Inte

rnment Camps During WWII? – How would you respond to this

question?

• A 1940’s propaganda film. What does “propaganda” mean?

• World War II Documentary

Activity One- Evacuation Activity One- Evacuation DayDay

• Copy Observation sheet in your reader’s log

• Look at the following photo and write your observations down on your observation sheet (10 points)– Next photo

• An Interview with Marielle Tsukamoto: A First-hand Account of Japanese Internment– Two students will come to the front of the class

and read the interview– Everyone will read along

Activity Two- Writing Activity Two- Writing ActivityActivity

• You have been detained in a Japanese internment camp with your family.

• Write a letter to a relative in Japan detailing your experience. – Why were you sent to the camp?– How did you feel?– How did the “other Americans” treat you? – What is your opinion on how you’ve been treated?

• In your Reader’s Log, title a new page “Letter Home” and write today’s date

• Use the proper informal letter format- The date- after February 19, 1942- Address- pacific coast- The content of the letter should reflect the experiences and

concerns of the Japanese-Americans during this time period

Word Experience What it is/what it isn’t

Definition Picture representing image

Cursory Adj

The cleaner did a cursory sweeping of the floor

When you do something casual/ not focused/ detailed work/ finely done

Superficial; done without attention to detail

This grading period’s This grading period’s assignments assignments

• Through the Tunnel Reader’s log- page 240-241

• Page 251- 1, 2, 3, 5, 6 and 10• GRAMMAR- 252- 1-5• The Dog that Bit People Reader’s

Log- pg 254-255• Page 261 1, 3, 4 and 8• Poetry Unit Reader’s log- pgs 264-

265• Page 271- 1, 2, 3, 4, 7, 8 and 10• Newspaper- pgs 274-277

– Page 277- 6, 7 and 8

• Like the Sun Reader’s log- pg 278-279

• Page 285- 1, 2, 3, 7 and 8• Antigone’s Reader’s Log- 770-771• 787- 1, 3a, 4, 6, and 7• Antigone’s Reader’s Log part II-

page 790• Page 809- 1, 2, 3, 4b and 6• Page 787- 1, 3a, 4, 6 and 7• From Desert Exile: The Uprooting

of a Japanese-American Family Reader’s Log- pgs 298-299

• Observation Sheet (chart)• Letter Home- Activity two

1/7/08 • Page 309-1, 2, 3, 4, 5, and 8• Page 310/grammar- 1-5

ImageryImagery• What do you know about imagery? • What do you think it means? • Imagery involves one or more of your five

senses (hearing, taste, touch, smell, sight). • An author uses a word or phrase to

stimulate your memory of those senses. These memories can be positive or negative which will contribute to the mood of your poem

Group ActivityGroup Activity• Read the poem, Ode to Los Raspados

(Snow Cones) • As you read, underline examples of

imagery (things you can see, hear, taste, touch and smell) YOU HAVE 6 MINUTES

• Group work- write down as many examples of imagery in the appropriate box- YOU HAVE 9 MINUTES

Imagery in Action Imagery in Action • Read the poem, “Ode to My Library” • Pick out at least five images from the poem• Draw the images on the paper (You have 10

minutes)• Pass your paper to a classmate nearest to you

(without getting up)• As your classmate to try to identify which images

come from the poem. • Your classmate should write on the back of your

paper– Their name– The lines from the poem that go with your image

• You will correct your classmates “guess” and let them know if they’re right or wrong