Edinburg Consolidated Independent

School District

Subject: English I

Week: May 18th – 22nd

Student Name: ______________________________________

School: _____________________________________________

Teacher: ____________________________________________

Class Period: ________________________________________

Student Daily Work Log

Subject: English I Week: May 18th – 22nd Grade: 9th

Date Start Time End Time Total Time Parent

Initial

Edinburg Consolidated Independent School District

English I Week 8

May 18th – 22nd

Day 1 Day 2 Day 3 Day 4 Day 5

May 18, 2020 May 19, 2020 May 20, 2020 May 21, 2020 May 22, 2020 Reading Selction:

“Self Concept”

TEKS:

E1.9C,9D

Resource:

“Self Concept” CommonLit and

questions

Assignment:

Read and annotate the article

from CommonLit, “Self

Concept”. Take note of the

differences between self-

esteem, self image, and ideal

self. Answer the questions

following the passage.

Daily Journal Entry:

What is something surprising you

learned from the article? What

do you think about your own

self esteem and image?

Reading Selection:

“So What Are You Anyway?”

TEKS:

E1.5A,5B,5C

Resource:

“So What Are You Anyway?”

and questions

Assignment:

Read and annotate the fiction

story “So What Are You

Anyway?” As you read, pay

attention to the discussion

between the Nortons and Amy.

Daily Journal Entry:

The author of the short story

wrote it during a contentious

time in the 1970s. Although

times are different, do you

believe that this kind of story still

plays out today? Why or why

not?

Reading Selection:

Independent Reading

TEKS:

E1.17A

Resource:

Clauses and Phrases Grammar

Review

Assignment:

Follow the directions to identify

the predicate, subject, and

clauses of each sentence.

Daily Journal Entry:

Make a list of all of as many

different roles you play on a

daily basis as you can think of

(i.e. student, son, daughter,

athlete, brother, sister, artist,

singer, etc.). Then number them

from most important to least.

Reading Selection:

Independent Reading

TEKS:

E1.13A,13B, E1.15A

Resource:

My Identity Planning Pages

Assignment:

It’s time for you to consider who

YOU are. Answer the question

provided in the prompt to help

you brainstorm and plan for a

personal narrative essay about

who you are. You may choose

how to organize your essay.

Daily Journal Entry:

What is one thing you wish that

more people understood about

you? What is one thing that

some people misunderstand

about you?

Reading Selection:

Independent Reading

TEKS:

E1.13C,13D

Resource:

My Identity Final Draft pages

Assignment:

Make any necessary revisions

and edits to your rough draft.

You may ask someone to read

your essay and give you

feedback.

Daily Journal Entry:

Just like our writing, sometimes it

is good to make revisions to

ourselves. What is one thing you

would like to change about

yourself and why?

Name: Class:

"Rainy Days" by martinak15 is licensed under CC BY 2.0.

Self-ConceptBy Saul McLeod

2008

Self-concept refers to how people “think about, evaluate, or perceive” themselves. Psychologist Carl Rogerssplits the idea of self-concept into three different components, namely self-image, self-esteem, and ideal self.In this text, Saul McLeod explains each of these ideas in more detail. As you read, take notes on how self-image, self-esteem, and ideal self are different from one another.

The term self-concept is a general term used torefer to how someone thinks about, evaluates orperceives themselves. To be aware of oneself isto have a concept of oneself. […]

Carl Rogers (1959) believes that the self-concepthas three different components:

• The view you have of yourself (Self-image)

• How much value you place on yourself(Self-esteem or self-worth)

• What you wish you were really like (Idealself)

Self-Image

What you see in yourself

This does not necessarily have to reflect reality. Indeed a person with anorexia1 who is thin may have aself-image in which the person believes they are fat. A person's self-image is affected by many factors,such as parental influences, friends, the media etc.

Kuhn (1960) investigated the self-image by using The Twenty Statements Test.

He asked people to answer the question “Who Am I?” in 20 different ways. He found that the responsescould be divided into two major groups. These were social roles (external or objective aspects ofoneself such as son, teacher, friend) and personality traits (internal or affective2 aspects of oneself suchas gregarious,3 impatient, humorous).

The list of answers to the question “Who Am I?” probably include examples of each of the followingfour types of responses:

[1]

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1. a type of eating disorder2. relating to moods, feelings, and attitudes3. Gregarious (adjective): enjoying the company of other people

1

1. Physical Description: I’m tall, have blue eyes... etc.

2. Social Roles: We are all social beings whose behavior is shaped to some extent by the roleswe play. Such roles as student, housewife, or member of the football team not only helpothers to recognize us but also help us to know what is expected of us in various situations.

3. Personal Traits: These are a third dimension of our self-descriptions. “I’m impulsive... I’mgenerous... I tend to worry a lot...” etc.

4. Existential Statements (abstract ones): These can range from “I’m a child of the universe” to“I’m a human being” to “I’m a spiritual being...” etc.

Typically young people describe themselves more in terms of personal traits, whereas older peoplefeel defined to a greater extent by their social roles.

Self-Esteem & Self-Worth

The extent to which you value yourself

Self-esteem refers to the extent to which we like, accept, or approve of ourselves, or how much wevalue ourselves. Self-esteem always involves a degree of evaluation and we may have either a positiveor a negative view of ourselves.

HIGH SELF-ESTEEM i.e. we have a positive view of ourselves. This tends to lead to:

• Confidence in our own abilities

• Self acceptance

• Not worrying about what others think

• Optimism

LOW SELF-ESTEEM i.e. we have a negative view of ourselves. This tends to lead to:

• Lack of confidence

• Desire to be/look like someone else

• Always worrying what others might think

• Pessimism

There are several ways of measuring self-esteem. For example, Harrill Self-Esteem Inventory is aquestionnaire comprising 15 statements about a range of interest. Another example is the ThematicApperception Test (TAT), which is a neutral cartoon given to the participant who then has to devise astory about what’s going on.

Morse and Gergen (1970) showed that in uncertain or anxiety-arousing situations our self-esteem maychange rapidly. Participants were waiting for a job interview in a waiting room. They were sat withanother candidate (a confederate4 of the experimenter) in one of two conditions:

[10]

4. a person who helps someone else do something

2

1. Mr. Clean - dressed in smart suit, carrying a briefcase opened to reveal a slide rule and books.

2. Mr. Dirty - dressed in an old T-shirt and jeans, slouched over a cheap sex novel.

Self-esteem of participants with Mr. Dirty increased, whilst those with Mr. Clean decreased! Nomention was made of how this affected subjects’ performance in interview. Level of self-esteem affectsperformance at numerous tasks though (Coopersmith, 1967), so one could expect Mr. Dirty's subjectsto perform better than Mr. Clean's.

Even though self-esteem might fluctuate, there are times when we continue to believe good thingsabout ourselves even when evidence to the contrary exists. This is known as the perseverance effect.

Miller and Ross (1975) showed that people who believed they had socially desirable characteristicscontinued in this belief even when the experimenters tried to get them to believe the opposite. Doesthe same thing happen with bad things if we have low self-esteem? Maybe not, perhaps with very lowself-esteem all we believe about ourselves might be bad.

Argyle (2008) believes there are 4 major factors that influence self-esteem.

1. THE REACTION OF OTHERS. If people admire us, flatter us, seek out our company, listenattentively and agree with us we tend to develop a positive self-image. If they avoid us, neglectus, or tell us things about ourselves that we don’t want to hear, we develop a negative self-image.

2. COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group)appear to be more successful, happier, richer, or better looking than ourselves we tend todevelop a negative self-image, BUT if they are less successful than us, our image will bepositive.

3. SOCIAL ROLES. Some social roles carry prestige — e.g. doctor, airline pilot, TV presenter,premiership footballer — and this promotes self-esteem. Other roles carry stigma5 — e.g.prisoner, mental hospital patient, refuse collector, or unemployed person.

4. IDENTIFICATION. Roles aren’t just “out there.” They also become part of our personality, i.e.we identify with the positions we occupy, the roles we play, and the groups we belong to.

But just as important as all these factors is the influence of our parents (See Coopersmith’s research.)

Ideal Self

What you'd like to be

If there is a mismatch between how you see yourself (e.g. your self-image) and what you’d like to be(e.g. your ideal self) then this is likely to affect how much you value yourself. Therefore, there is anintimate relationship between self-image, ego-ideal and self-esteem. Humanistic psychologists studythis using the Q-Sort Method.

[15]

5. Stigma (noun): a mark of disgrace or dishonor

3

“Self-Concept” © 2008, Saul McLeod. Reprinted with permission, all rights reserved.

A person’s ideal self may not be consistent with what actually happens in life and experiences of theperson. Hence, a difference may exist between a person’s ideal self and actual experience. This iscalled incongruence.

Where a person’s ideal self and actual experience are consistent or very similar, a state of congruenceexists. Rarely, if ever, does a total state of congruence exist; all people experience a certain amount ofincongruence. The development of congruence is dependent on unconditional positive regard.6 Rogersbelieved that for a person to achieve self-actualization they must be in a state of congruence.

Michael Argyle (2008) says there are four major factors which influence its development:

• The ways in which others (particularly significant others) react to us

• How we think we compare to others

• Our social roles

• The extent to which we identify with other people

References

Argyle, M. (2008). Social Encounters: Contributions to Social Interaction. Aldine Transaction

Baumeister, R. F. (Ed.) (1999). The Self in Social Psychology. Philadelphia, PA: Psychology Press (Taylor &Francis).

Bee, H. L. (1992). The developing child. London: HarperCollins.

Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: Freeman.

Kuhn, M. H. (1960). Self-Attitudes by Age, Sex and Professional Training. Sociological Quarterly, 1,39-56.

Lewis, M. (1990). Self-knowledge and social development in early life. In L. A. Pervin (Ed.), Handbook ofpersonality (pp. 277-300). New York: Guilford.

Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction?Psychological Bulletin, 82, 213–225

Morse, S. J. & Gergen, K. J. (1970). Social comparison, self-consistency and the concept of self. Journal ofPersonality and Social Psychology, 16, 148-156.

Rogers, C. (1959). A Theory of Therapy, Personality and Interpersonal Relationships as Developed in theClient-centered Framework. In (ed.) S. Koch, Psychology: A Study of a Science. Vol. 3: Formulationsof the Person and the Social Context. New York: McGraw Hill.

[20]

6. Unconditional positive regard (UPR) is a term credited to humanistic psychologist Carl Rogers and is used in client-centered therapy. Practicing unconditional positive regard means accepting and respecting others as they arewithout judgment or evaluation.

4

Text-Dependent QuestionsDirections: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which sentence best describes the central idea of the passage?A. The notions of self-image, self-esteem, and the ideal self all contribute to a

person’s understanding of themselves.B. By understanding the concepts of self-image, self-esteem, and ideal self, people

can lead happier, more successful lives.C. Any difference between self-image and the ideal self can produce incongruence,

so people should try their best to get rid of this entirely.D. Self-concept is essential for humans to understand their status in a complex

society.

2. PART B: Which of the following paragraphs best supports the answer to Part A?A. Paragraphs 1-2B. Paragraphs 9-10C. Paragraph 16D. Paragraphs 18-19

3. How do paragraphs 12-13 contribute to the development of ideas in the passage?A. The Mr. Clean and Mr. Dirty experiment proved that how well people perform in

situations such as interviews is highly dependent on their self-esteem.B. The Mr. Clean and Mr. Dirty experiment demonstrated that the perseverance

effect only applies to a small fraction of the human population.C. The Mr. Clean and Mr. Dirty experiment showed how self-esteem can be

influenced by external factors such as uncertainty or how they compare toothers.

D. The Mr. Clean and Mr. Dirty experiment led researchers to conclude that peoplecan protect their self-esteem by practicing unconditional positivity.

4. What connection does the author draw between self-esteem and ideal self?

5

Discussion QuestionsDirections: Brainstorm your answers to the following questions in the space provided. Be prepared toshare your original ideas in a class discussion.

1. Answer the question “Who Am I?” in at least 10 different ways. How many of your responsesfall into each of the four categories outlined in paragraph 6? Which of your responses doyou consider most important to your self-image?

2. Which concepts from the text are most convincing to you? Which do you find lessconvincing? Overall, do you agree with Carl Rogers’ analysis of how we view and understandourselves? Why or why not? Use evidence from this text, your own experience, and otherart, literature, or history in your answer.

3. Based on your own experiences, is it possible for someone to have good self-esteemwithout making comparisons with other people? In other words, is it necessary to feelbetter than other people in order for someone to have good self-esteem? Why or why not?

6

So What Are You, Anyway? By Lawrence Hill

Carole settles in Seat 12A, beside the window, puts her doll on a vacant seat and snaps open her purse. She holds up a mirror. She looks into her own dark eyes. She examines her handful of freckles, which are tiny ink spots dotting her cheeks. She checks for pimples, but finds none. Only the clear complexion that her father sometimes calls “milk milk milk milk chocolate” as he burrows into her neck with kisses. "This is yours, I believe.” A big man with a sunburnt face is holding her doll upside down. “May I have her please?” Carole says. He turns the doll right side up. “A black doll! I never saw such a thing!” “Her name’s Amy. May I have her please?” “Henry Norton!” cries the man’s wife. “Give that doll back this instant!” Carole tucks the doll close to the window. The man sits beside Carole. The woman takes the aisle seat. “Don’t mind him,” the woman says, leaning towards Carole. “By the way, I’m Betty Norton, and he’s my husband, Henry.” The man next to Carole hogs the armrest. His feet sprawl onto her side. And he keeps looking at her. The stewardess passes by, checking seat belts. “Everything okay?” “May I go to the bathroom?” Carole asks. “Do you think you could wait? We’re about to take off.” “Okay.” Carole looks out the window, sees the Toronto airport buildings fall behind and wonders if her parents are watching. Say goodbye, she instructs Amy, waving the doll’s hand, say goodbye to Mom and Dad. The engines charge to life. Her seat hums. They taxi down the runway. “She feels a hollowness in her stomach when they lift into the air. Her ears plug and stay that way until the plane levels out over pillows of cotton. They burn as bright as the sun. So that is what the other side of the clouds look like! “Excuse me. Excuse me!” The man is talking to her. “You can go to the bathroom now, you know.” “No, that’s all right,” Carole says. “Traveling all alone, are you?” Carole swallows with difficulty.

“Where do you live?” he asks. “Don Mills.” “Oh, really?” he says. “Were you born there?” “Yes.” “And your parents?” “My mother was born in Chicago and my father was born in Tuscan.” “And you’re going to visit your grandparents?” She nods. “And your parents let you travel alone!” “It’s only an airplane ride! And I’m a big girl.” The man lowers the back of his seat, chuckling. He whispers to his wife. “No!” Carole hears her whisper back, “You ask her!” Carole yawns, holds Amy’s hand and goes to sleep. The clinking of silverware wakens her, but she hears the man and woman talking about her, so she keeps her eyes shut. “I don’t know, Henry,” says the woman. “Don’t ask me. Ask her.” “I’m kind of curious,” he says. “Aren’t you?” Carole can’t make out the woman’s answer. But then she hears her say: “I just can’t see. It’s not fair to children. I don’t mind them mixed, but the world isn’t ready for it. They’re neither one thing nor the other, Henry, wake that child and see if she wants to eat.” When the man taps her shoulder, Carole opens her eyes. “I have to go to the bathroom,” she says. “But they’re going to serve the meal,” the man says. “Henry! If she wants out, let her out. She’s only a child.” Carole grimaces. She is definitely not a child. She is a young lady! She can identify Drambuie, Kahlua, and Grand Marnier by smell! Once in the aisle, Carole realizes she has forgotten Amy. Henry Norton hands her the doll. “There you go. And don’t fall out of the plane, now. There’s a big hole down by the toilet.” “There is not!” Carole says. “There isn’t any such thing!” She heads down the aisle with an eye out just in case there is a hole, after all. Coming out of the toilet, Carole fins the stewardess. “Excuse me, miss. Could I sit somewhere else?” “The woman frowns, “Why?” “I don’t like the window.” “Is that it? Is that the only reason?” “Well…yes.”

“I’m sorry, but we don’t have time to move you now. We’re serving a meal. Ask me later, if you like.” After Carole has eaten and had her tray taken and had been served a hot face towel, the man says: “What are you, anyway? My wife and I were wondering.” Carole blinks, sees the man’s clear blue eyes and drops her head. “What do you mean?” she says “You know, what are you? What race?” Carole’s mouth drops. Race? What is that? She doesn’t understand. Yet she senses that the man is asking a bad question. It is as if he is asking her something dirty, or touching her in a bad place. She wishes her Mom and Dad were there. They could tell what “race” meant. “That doll of yours is black,” Henry Norton says. “That’s a Negro doll. That’s race. Negro. What’s your race?” The question still confuses her. “Put it this way,” the man says. “What is your father?” The question baffles her. What is her father? He is her Dad! He is her Dad and every Sunday morning he makes pancakes for the whole family and lets Carole pour hot syrup on them and afterwards he sits her on his lap and tells stories. Mrs. Norton leans towards Carole. “Say you had a colouring book. What colour would you make your Dad?” “I never use just one colour.”

“Okay. What colour would you make his face?” “Brown.” “And your mother?” Carole imagines a blank page. What would she put in her mother’s face? She has to put something in there. She can’t leave it blank. “I don’t know.” “Sure you do,” Mrs. Norton says. "How would you colour your mother’s face?” “Yellow.” Carole sees Mr. and Mrs. Norton look at each other. “Is your mother Chinese?” Mrs. Norton asks. “No.” “Are you sure you’d colour her yellow?” “No.” “What else might you colour her?” What else? Carole feels ashamed at her stupidity. A tear races down her cheek. “Red,” she says finally.

“Red! You can’t colour a face red! Is your mother white? Is she like me? Her face! Is it the same colour as mine?” “Yes.” “And your father’s brown?” Carole nods. “When you say brown, do you mean he is a Negro?” “Yes.” Of course her father is a Negro. If Mrs. Norton wanted to know all along if her Dad was a Negro, why didn’t she just ask? “So you’re mixed?” Mrs. Norton says. “You’re a mulatto!” Carole’s lip quivers. What is a mulatto? Why do they keep asking her what she is? She isn’t anything! “So is that it? You’re a mulatto? You know what a mulatto is, don’t you? Haven’t your parents taught you that word?” Approaching with a cart of juice, the stewardess looks up and smiles at Carole. That gives her a rush of courage. “Leave me alone!” she screams at Mrs. Norton. Passengers stare. The stewardess spills a drink. Mrs. Norton sits back hard in her seat, her hands raised, fingers spread. Carole sees people watching. “Why do you keep asking me if my Dad is Negro? Yes, he’s Negro! Okay? OKAY? Negro Negro Negro!” “Calm down,” Mrs. Norton says, reaching over. “Don’t touch her,” the stewardess says. “Who are these people?” someone says from across the aisle. “Imagine, talking to a child like that, and in 1970!” One woman sitting in front of Carole stands up and turns around. “Would you like to come and sit with me, little girl?” “No!” Carole shouts. “I don’t like all these questions. She keeps asking me how I would colour my parents in a colouring book! Why do you keep asking me that?” Mrs. Norton pleads with Carole to stop. “How would you like it if that happened to you?” Carole says. “So what are you, anyway? What are your parents? How would you colour them? Well, I don’t care! I don’t even care!” “How would you like to come and sit with me?” the stewardess says smiling. “I’ll make you a special drink. Have you ever had a Shirley Temple?” Carole nods enthusiastically. Already she feels better. Clutching Amy, she passes by the Nortons, who swing their legs to let her out. “My God,” Carole hears Mrs. Norton tell her husband, “talk about sensitive.”

So What Are You Anyway Questions

After carefully reading the passage, demonstrate your critical thinking and effective writing skills in

completing questions 1 and 2 below.

1. A) In your own words, state the theme of the story. Justify your theme.

B) Analyse how the author uses elements of style to enhance theme/meaning of the story.

Enhancing meaning may include emphasizing points of an argument, developing tone, or

developing voice. Discuss TWO of the following elements in your response:

a) point of view

b) flat character

c) irony

d) conflict

4. a) State the dominant tone of the passage.

b) With specific reference to the passage, explain how the author’s use of diction reveals this

tone.

Answer the following multiple choice questions:

1. What evidence best suggests Carole’s age?

a) Her actions

b) Her independence

c) Her artistic talent

d) Her linguistic abilities

2. What statement suggests that the Nortons are potentially racist?

a) “You know, what are you? What race?” – Mrs. Norton

b) “A black doll? I never saw such a thing!” – Mr. Norton

c) “So you’re mixed?” “You’re a mulatto!” - Mrs. Norton

d) The man lowers the back of his seat, chuckling. He whispers to his wife. “No!” Carole hears

her whisper back, “You ask her!” - Narrator

3. How is a character’s ignorance used to demonstrate theme?

a) Mrs. Norton asking Carole about her race

b) Mr. Norton not knowing black dolls exist

c) Mrs. Norton accusing Carole of being sensitive

d) Mr. Norton not letting Carole out to go to the bathroom

4. Why is Carole’s innocence significant?

a) It highlights the drastic difference between the Nortons’ values and the progressive values of

Carole and the rest of the passengers

b) It demonstrates how innocent children were in the 1970s

c) It allows her to switch her seat and get away from the Nortons

d) It removes the stigma of race and discrimination

Name: ________________________

Clauses and Phrases: The Leprechaun’s Treasure

Directions: circle the predicates; underline the subject; double underline the phrases.

Example: Waking up late for school, Mr. Morton raced to the shower.

1. Circle the predicate (raced). 2. Underline the subject (Mr. Morton). 3. Double underline all phrase (Waking up late for school).

1. In between the old hills of Garfield Park, a tiny green leprechaun dances on March 17th. 2. Wary of travelers, the tiny green leprechaun hides in trees, or under bridges, or in garbage cans. 3. While taking his homework out of his car, Mr. Morton heard a strange laugh coming from the park. 4. Mr. Morton put his stuff in the car and walked toward the park, feeling a little frightened by the fog. 5. A green fog, as thick as a Shamrock Shake, gathered over the baseball field. 6. From out of nowhere, the leprechaun appeared to Mr. Morton, giggling and doing an Irish dance. 7. Having never seen a leprechaun before, Mr. Morton was puzzled. 8. Mr. Morton and the leprechaun stared at each other and walked slowly in a circle. 9. Having always wanted gold teeth, Mr. Morton tried to catch the leprechaun. 10. The leprechaun, used to being chased, disappeared and then reappeared in a tree. 11. Shaking the tree violently, Morton imagined having a big gold helmet, with gold horns on the side. 12. Gold coins rained down to the earth like tears from the heavens. 13. Mr. Morton, the most dangerous leprechaun hunter in the North, celebrated by grabbing coins. 14. Filling up his pockets with gold coins, Mr. Morton laughed and laughed. 15. The leprechaun, having magically summoned a rainbow bridge, went back to his home in Ireland. 16. Mr. Morton brought all of the gold coins to his neighbor, a renowned pawnbroker. 17. Squinting through his magnifying glass, the pawnbroker examined the gold coins closely. 18. He picked one gold coin out of the pile and handed it to Mr. Morton, moving very slowly. 19. Peeling back layers of gold foil, the pawnbroker showed him the delicious piece of chocolate inside. 20. Though disappointed about not getting gold teeth, Mr. Morton was happy to have so much candy.

“My Identity” Personal Narrative Essay

There are numerous ways to identify who we are. Who are you? How do you identify yourself to others?

Who are you to your friends, to your family, to strangers? Who are you at school or other locations such

as church or the gym? What about race, class, gender, sexuality, religion? Are any of these categories

important to how you view yourself? If so, which ones and why? If not, why not?

Think about your identity. How would you describe yourself? What does this description say about you?

What is the history of your identity? Have you changed? Have you always been the same?

Use the space below to brainstorm your responses to these questions, and then write your essay on the

following page.

Planning Page 2

“My Identity”

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