To contextualize prior knowledge To Analyze the skills necessary for success in the unit

•Highlight important words on page 4

•Add unknown words to vocab journal [subcultures, diction, syntax, imagery, symbol, tone]

•Answer questions 1-3 on page 5

•Unpack EA 1.1 [page 24] identifying skills and knowledge needed for assessment.

Unit 1

Activity 1.1

Previewing the Unit

To examine culture as a thematic concept To analyze poem and generate response to literature

Pages 6-9

Unit 1

Activity 1.2

quilting

Metacognitive Markers

* Interesting image

? Puzzling/question

! Personal connection

Games Cricket Jai alai Curling Soccer Rugby

Faith Islam Hindu Christianity Judaism Mecca

Food Sushi Borscht Poi Croissant Flautas

Clothing Blue jeans Kimono Sari Dashiki Hijib

Music Sitar Jembe Tango Diggery-doo Ukulele

Government Democracy Republic Communism Monarchy Socialism

Language Portuguese French Japanese Tagalog Swahili

Funny in Farsi

• Underline areas were the writer’s voice conveys aspects of culture clearly.

• Highlight where the diction (choice of words/language/terms), syntax (order of words into phrases/sentences), and imagery (descriptions that play to the senses) help shape the author’s voice.

• How does the author feel about women’s rights/gender equality in Iran?

To identify components of effective communication

Unit 1

Activity 1.5

Effective Communication

Sender Receiver Message

Page 14 Face the back of your partner and get them to replicate the image on the yellow card I give you. Don’t peek. Use only your voice.

To examine and respond to the unit’s essential question To analyze and apply academic vocabulary

Page 16

•Complete graph with items shown by Rigs.

•Answer essential question

•Complete brainstorm

•Bring in 5 items in a bag for Monday 9/30

Unit 1

Activity 1.6

Contributions to our

perceptions of the world

1 Buddha

2 Ring necklace

3 Lisa Simpson

4 Surfboard

5 Color beads

To apply practice of close reading

to a visual image. To analyze the stylistic elements of

a visual medium.

Page 17

Unit 1

Activity 1.7

Culture

and Art

To analyze a poem for theme and author’s craft To create poetic emulation incorporating theme and style

Pages 18-20

Tone: attitude about subject

Word Choice: specific words, connotations

Imagery: senses (sight, sound, smell, etc)

Style: Use of language, poetic devices

Theme: insight about life, big picture

Thesis Statement:

Unit 1

Activity 1.9

Circles of influence

Family: sayings, relatives, foods, music,

art, mementos, rituals

Neighborhood: parks, schools,

landmarks, businesses

School: friends, classmates, teachers,

teams

City: major streets, unique buildings,

stadiums

State: capital, state parks, tourist

destinations

Country: national identity and pride

Page 21

To explore and categorize the influences on personal culture To analyze imagery, structure, and technique of poem.

Pages 21-23

Added to journal: images, connotation, denotation, diction, voice, symbol, eloquent, subculture, anaphora

•Write poem at bottom of 23:

• Imagery (sight, sound, touch, smell, etc)

• Metaphor

• Anaphora

• T.W.I.S.T. your own poem

Unit 1

Activity 1.9

Culture and Literature

Poetry Assignment due _____:

•Typed copy of Where I’m From poem due

•Include TWIST strategy for poem.

Embedded Assessment 1.1: pg 25

Review Rubric: pg 26-27 highlighted

differences between Exemplary, Proficient,

Emerging

Pick symbol –for mobile

Unpack Embedded Assessment 1.2: pg 49

EA 1.1

pg 25 • Review Rubric: pg 26-27 highlighted differences

between Exemplary, Proficient, Emerging

• Pick one symbol –for mobile

• Unpack Embedded Assessment 1.2:

pg 49

EA 1.1 Embedded Assessment

Thurs Clay

Monday Paint

Wednesday Create

To develop awareness of voice in speaking and writing To analyze personal voice in writing

Pages 28-31

•Highlight words or concepts that are familiar to you.

•Go back to Acosta, Dumas, Hughes, Lyon and pick the piece you think used an interesting voice.

•Examine Mora’s diction and syntactical choices. See call-out.

Unit 1

Activity 1.10-1.11

What gives writing a voice

Voice

Style

Perspective

Voice

You just received balloons from someone special during 5th period.

You finally got the joke a friend told.

You just witnessed a minor car accident

You just received the highest grade on a project or scored the winning touchdown.

Oh

To develop awareness of voice in speaking and writing To analyze personal voice in writing

You will have ceramic pieces by Friday –for project completion over the weekend (including writing component) –see pages 24-27

Review & rehearse blue half-sheet dialogues. Pick *one scene to perform for the class. Review page 14, and consider nonverbal communication as well.

TONE WORD BRAINSTORM: how author feels about subject

Word choice (‘tone’ word ie. Bitter, Dismal, Melancholy, Pessimistic)

Unit 1

Activity 1.11

Analyzing components of voice

Sit with the people you’re doing the blue dialogue sheets with.

Page 31, Questions 1-2 Options “writing” portion of notebook

Page 31, Questions 1-2, about a paragraph each:

To principal explaining why you’re late vs. telling your BFF why you were late to school

To your parent(s) describing a party last Saturday vs. describing it to a friend who couldn’t go

To your grandma explaining the attractive qualities of a romantic interest vs. telling your friends about them

To your parents persuading them to let you get a sports car

vs. to your friends telling them why you want it

*GNO to your significant other vs. to a buddy whose significant other has them locked down

A date: from the perspectives of both people

Label it:

1.11

Voice

Activity

Complete questions

on page 30. Use your

scenario for

#1 and 2, then answer

questions 3 and 4

To write in a variety of voice and tones To examine text for stylistic components such as syntax, diction, and tone

Imagine a situation that makes you angry Mad talk

Imagine a situation where someone needs comforting Soft talk

Imagine a situation where you need to persuade someone Fast talk

Present orally (or *record yourself) one of these voices to the class.

Unit 1

Activity 1.12

Voice and Style

To represent voice in writing using tone, diction, and punctuation

Page 24-27

Write two original texts that reflect two distinctive voices you possess. You will share one of the two in an oral presentation. Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures.

EA 1.2

page 49

Embedded assessment

To build tone word vocabulary To analyze tone in a literary text To create text that demonstrates tone

Share tone array (pg 33). Identify words as positive, neutral, negative

Identify subject of “Imagine.” Mark words/phrases (diction) that establish tone.

Analytical paragraph (in groups) CEC

Claim [thesis] “Mary Poppins is a great movie because of its wacky songs, its magical elements and its funny characters.”

Evidence [cd] “Supercalifragilisticexpialidocious is an entertaining song sung during the horse riding episode.”

Commentary [cm]“This song has a tune that gets stuck in your head partially due to lyrics such as, ‘um-diddle-iddle-iddle-um”, which lifts your spirits when you hear them. Furthermore, the song is based on this ridiculously long word, which provides comic relief in the scene when George finally breaks down and laughs at the bank when he is being fired from his job. His inappropriate laughter is a situation in which the audience can identify and with which they can then sing along.”

Write a creative response to Lennon’s poem about the likelihood of acquiring a peaceful world. Use the tone that the teacher gives you (#lowkey). Use diction that conveys the tone. Underline intentional words and phrases that show diction.

Activity 1.13 Page

33

Experimenting with tone

Activity 1.15 Page 35-41

Punctuating personality To build tone word vocabulary To analyze tone in a literary text To create text that demonstrates tone

1. Each group will get a monologue from pages 35-41.

2. Do a close reading of the text. Mark the punctuation and

explain how it affects the reader’s interpretation and oral

delivery of the text.

3. As a group, with your monologue, complete the

SOAPSTone graphic organizer on page 42.

4. Identify intriguing lines within the text and discuss the

function and use of Lameman’s punctuation.

5. Practice oral delivery of your monologue, using the

punctuation marks to guide your delivery.

6. You will perform this for the class. You and your group will

decide the best way to do this (one, take turns).

To build tone word vocabulary To analyze tone in a literary text To create text that demonstrates tone

• Work in pairs on new monologue

• Modify punctuation to communicate tone

• Perform

• Write/modify writing activity: Write an original monologue on a topic of your choice. Imagine that you are on the phone discussing a topic of significance to you. Write the dialogue of the conversation, highlight your feelings and thoughts on the subject. Punctuation much be a key element of the expression of voice. Add enough detail so that the reader can keep track of the topic as it is revealed. Review your monologue with your partner and revise by adding in appropriate punctuation marks and engaging details. Rehearse your monologue with your partner. Use pauses, facial expressions and vocal tone to convey the meaning and emotions of the text.

Activity 1.15

Pages 36-42

Punctuating Personality