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Unit 1: Personal Values and Identity

Jake Pappas

Dr. Pamela Coke

EDUC 463: Methods for Teaching Language Arts

18 December 2013

LESSON Day 108/19/2013 Monday52 minute class period

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

1.1.aGive informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience

1.2.aInitiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

2.1.c.iAnalyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)

2.3.aApply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCSS: L.11-12.3)

3.1.a.ivUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)

3.1.a.viUse a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)

DESCRIPTION OF THE CLASS

Context: Fossil Ridge High SchoolCourse: US Literature and CompositionGrade level: 11Period: 6

PURPOSE OF ACTIVITY / GOALS

Students will meet teacher and jump straight into content.Students will begin to understand the implication of word choice – how even the smallest words can matter.

MATERIALS Projector/Doc Cam for examples and reflection questions8.5x11” printer paper for Six Word MemoirsDark markers for pages

PROCEDURES 52 minutes

Introduction: [5 mins]- Introduce myself: where I’m from, why I’m teaching, what I’m hoping to get out of

the school year- Will go over syllabus and all that on Wednesday – want to get started with the good

stuff right away*Transition: I LOVE words. And words hold incredible meaning for me. I want to share a quote with you from one of my favourite graphic novels:“Because while the truncheon may be used in lieu of conversation, words will always retain their power. Words offer the means to meaning, and for those who will listen, the enunciation of truth” (V for Vendetta, Alan Moore).We’re going to be doing a short activity that will highlight the importance of words and telling our stories.

Six Word Memoirs [40 mins]Today, we’re going to be jumping right into the art of words and creating Six Word Memoirs.

- Work from PowerPoint (attached)

About [2 mins]Examples [10 mins]Discuss examples with class – What makes these impactful? What we can assume about the author? How would this change if one word was changed?Prompt (posted): [5-10 mins] Write your own Six Word Memoir that explains one of the following:

- Your summer- Your goals/hopes/ambitions for this year- First day of school- Junior Year- Appropriate alternative

Please write a paragraph (at least 5 sentences) on the back explaining your Six Word Memoir. Why did you choose it? Please write your name on the back as well.

Give students 10 mins to write their own on 8x11 white paper with dark markers provided.

Have students tape their pages around the room.

Have students do a Gallery Walk with their notebook, writing down Memoirs that speak to them (have them record those in their notebook) [5 mins]

- Make note of themes/commonalities

Have students sit back down and discuss:- What was that activity like for you? What was easy/difficult for you personally?- How did you ultimately decide on your Memoir?- Does anyone want to explain one of the Six Word Memoirs they wrote down? Why?- What’s something you didn’t think you’d have in common with someone’s Memoir?- What are some of the trends or themes between some of these Memoirs?- Why are we doing this activity?

TOD Reflection: [5 mins / remainder of class](on Projector/Doc Cam)On a blank piece of paper:

- Write out a Six Word Memoir (other than your own) that resonates with you.- Describe why you chose this one. How can you relate? What did you make you feel?- What do you want to say to the person who wrote it?- What was your favourite part about this activity?

Please attach your reflection to your Six Word Memoir and turn it in at the end of class.

Assign homework: Read to p. 24 in Bless Me, UltimaExplain reading schedule and expectation for completing reading. Annotations will come later.Handout Book Marks with reading schedules.

ONGOING ASSESSMENT Students will receive full points if they meet the following expectations for the Six Word Memoirs:

- Clear purpose – summer, goals, fears, present day, etc.- Name on back of memoir- Small rationale on back (at least 5 sentences explaining why)

Students will receive completion grade on the Reflection (due next class) if they completely answer the prompted questions.

READING SCHEDULEBOOKMARK

Please have the reading completed BY the indicated dates.

W: 08/21 --- p. 24

F: 08/23 --- p. 48

M: 08/26 --- p. 72

W: 08/28 --- p. 96

F: 08/30 --- p. 120

M: 09/02 --- NO CLASS!

W: 09/04 --- p. 168

F: 09/06 --- p. 192

M: 09/09 --- p. 216

W: 09/11 --- p. 240

F: 09/13 --- p. 262 (END)



W: 08/21 --- p. 24

F: 08/23 --- p. 48

M: 08/26 --- p. 72

W: 08/28 --- p. 96

F: 08/30 --- p. 120

M: 09/02 --- NO CLASS!

W: 09/04 --- p. 168

F: 09/06 --- p. 192

M: 09/09 --- p. 216

W: 09/11 --- p. 240

F: 09/13 --- p. 262 (END)



W: 08/21 --- p. 24

F: 08/23 --- p. 48

M: 08/26 --- p. 72

W: 08/28 --- p. 96

F: 08/30 --- p. 120

M: 09/02 --- NO CLASS!

W: 09/04 --- p. 168

F: 09/06 --- p. 192

M: 09/09 --- p. 216

W: 09/11 --- p. 240

F: 09/13 --- p. 262 (END)

LESSON Day 208/21/2013 Wednesday94 minute class period



1.1.cDeliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone




Students will know and begin practicing the expectations of the classroom, building community through the Values Sort activity.Students will be able to define their top 5 values and write a short reflection on how that value plays out in their own lives.

MATERIALS Projector/Doc CamValues pages to tape up around the room, all 54 (attached)Journals for warm upSyllabi (attached)Reflection questions emailed/posted online


Warm Up [10 mins]Have prompt on board for students to come in and start writing in the journal.(Remind students of this routine that will become the norm for days when something is posted)

Prompt: (posted on Projector/Doc Cam)Write about a time when you’ve been part of a great team or group. What did that look like? What expectations did you have going into the group? What things specifically set this apart from other groups or teams you’ve work with?

After giving students 5 mins to independently write, ask students to discuss and share openly as class for 5 more mins.

*Transition: Now that we’ve got a good idea of what you all think a good team might consist of, let’s look at how our own classroom is going to function as a great team.

Review Syllabus [20-25 mins] (see attached)Pass out syllabi to students, and go through each individual section.Explain course overview and content – special attention to the setup of the course.Emphasis on reading and contributing – How do you all want this to look? Let’s set some expectations?*Transition: Now that you all have an idea of what I’m expecting from you all this year, let’s take a while to set some expectations for each other.

Setting Expectations [25 mins]Referring to discussion at beginning of class, write some qualities of great teams/group on board.How will this look in our classroom?How should we monitor discussion?What will sharing our writing look like?How will we keep each other accountable with these expectations/guidelines?

Remind students these guidelines and expectations are a working document – and we’ll revisit them throughout the year.

(take photo in front of students to document)

Values Sort Activity [30 mins](words will already be posted around room, see attached)Ask students to take a short minute to look around the room and read each value posted.Ask students for complete silence in this activity – music may be in background.

Ask students to complete at least two full laps around the room, writing down values that resonate with them [7-10 mins]:Which values appeal to you? Write down values that you practice regularly. Think about ways in which these values show up in your daily life.

Have students sit and narrow down their list to a Top 10 list.Have students then narrow that list down to their Top 5. [3-5 mins]

Have students then pick their Number One Value – and ask them to go stand in front of that value. When students are in place, do a quick whip around the room and have students explain why they think this is the number one value [7-10 mins].Example: I’m standing in front of compassion because my family has always instilled in me to be compassionate with all people, regardless of who they are.

Have students take their seats and class discusses: [7-10 mins / remainder of time, leaving time to assign the Reflection]What was that activity like for you?What was difficult for you?Why do you think we’re doing this?( Connect to overarching concept: Defining self to look at American culture – we’re participating in American culture as individuals!)

Assign Reflection [last few minutes] (as homework, posted online or emailed)Answer the following reflection questions in complete, full sentences. Please give specific details or examples. Responses may be (legibly) handwritten or typed.

- What was most difficult about this process for you?- What did you learn about one of classmates through this activity?- How does this value show up in your life?- Read over your Top 5 list. What does it say about who you are? Do you think it’s an

accurate representation of your personality? Why or why not?- If we asked your closest friends and family about your Top 5 values, would they write

this list themselves?

ONGOING ASSESSMENT Syllabi will require signing by student and guardian(s).Students will show work when writing down Values and their selection of their Top lists.Students’ reflections must include answers to each question posed, with complete sentences. (due next class)

5863 US Literature and CompositionFossil Ridge High School

2013 – 2014Credits: 10

Prerequisites: World Literature and Composition

Instructor: Mr. Jake PappasRoom: XYZ Wing, Room 123Office Hours: Periods 1 and 5, Tuesday/Thursday; 8:00-10:00 p.m. Monday/Wednesday on GoogleChat; and by appointment.Office Phone: (970) 488-6260Email: [email protected]: pappas25

Welcome to US Literature and Composition! My name’s Mr. Jake Pappas. I grew up here in Fort Collins and attended Colorado State University to major in English Education with a minor in Leadership Studies. I am passionately dedicated to not only abiding by and meeting the Common Core State Standards, but also allowing students the space to respond to and ask meaningful questions regarding identity, authentic purpose, and the course’s overarching concept. Throughout the year, we will be exploring American Society and the intersections of our identities within larger communities. We will be setting strict community guidelines in order to promote this trusting space, and I hope we find value in both discussion and advanced formative/summative assessments.

With this sense of open communication, I encourage all students to ask questions that enhance their own learning experience. Participating in one-on-one writing conferences and attending office hour appointments are highly recommended to receive more individualized instruction and guidance. I have provided my information for GoogleChat above. This added medium of communication is more instantaneous than traditional email, and is also accessible from my mobile devices. Please feel free to engage with me through this method as frequently as you would over email. I will respond to all emails, voicemails, and messages in a timely (humanly) manner. All records of emails and chats will be filed for each student.

Overarching ConceptWhat are the values of American Society? How does our personal writing inform our identities and their comparison to larger communities (friends, family, regional, United States)? What does “Being American” mean to us an engaged individuals who live in this country?

This course will focus on different types of writing for each unit, paired with a multitude of anchor texts. These multiple genres of writing will range from narrative writing to argumentative writing, and just about everything in between.

Course DescriptionAmerican Literature courses focus upon commonly known American authors and their work. Students improve their critical-thinking skills as they determine the underlying assumptions and values within the selected works and as they understand how the literature reflects the society of the time. Oral discussion is an integral part of this course as is the emphasis on narrative informational/explanatory, and argumentative writing. At FRHS: The course is taught thematically rather than chronologically.

Course SetupUnit 1: Personal Values and IdentityUnit 2: Voices of the American DreamUnit 3: Powers of PersuasionUnit 4: American Forums -- The Marketplace of IdeasUnit 5: The Ethics of "Being American"Unit 6: The American Future – Panem

Unit 7: Book Groups -- An American JourneyUnit 8: The Pursuit of Happiness

mailto:[email protected]

Common Core State Standards: Grade 11Reading, Writing and Communicating1. Oral Expression and Listening

1. Verbal and nonverbal cues impact the intent of communication2. Validity of a message is determined by its accuracy and relevance

2. Reading for All Purposes1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning2. Ideas synthesized from informational texts serve a specific purpose3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts

3. Writing and Composition1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience2. Elements of informational and persuasive texts can be refined to inform or influence an audience3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity

4. Research and Reasoning1. Self-designed research provides insightful information, conclusions, and possible solutions2. Complex situations require critical thinking across multiple disciplines3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence

Required TextsBless Me, Ultima – Rudolfo Anaya The Great Gatsby – F. Scott FitzgeraldThe Crucible – Arthur Miller 9/11 Commission ReportThe Perks of Being a Wallflower – Stephen Chbosky The Hunger Games – Suzanne CollinsInto the Wild – Jon Krakauer

Book Club Texts (One of the five):On the Road – Jack Kerouac The Twelve Tribes of Hattie – Anaya MathisTheir Eyes Were Watching God – Zora Neale Hurst The House on Mango Street – Sandra CisnerosThe Surrendered – Chang-Rae Lee

Course Requirements and Weight1. Active Class Participation (20%): Being actively engaged in class activities is a key to success in this

course. Students will promote professional dialogue and conversation. This will be a time to ask each other pivotal questions to the development of our overarching concept and each unit question. There are 80 class sessions this year. Each session will provide the opportunity for two points: one for presence and one for active engagement. Unexcused tardies will result in the loss of that day’s “presence point.” While school excused absences will be honored, any attendance issues not registered with the Front Office will result in the loss of that day’s “presence point” and “active engagement point.”

2. Assignments / Formative Assessments (30%):a. 10% will be derived from Dialectical Journals and Reading Notebooks. These will be

assessed periodically throughout each text. b. 10% will be derived from Reading Quizzes. These quizzes will assess reading progress with

higher-level thinking questions that address majors themes of the current text. c. 10% will be derived from daily assignments, ranging from in-class writing activities to group

work. A 30% reduction of points-possible will be accumulated for each day the assignment is late unless noted otherwise.

3. Summative Assessments (50%): Assessment weight will vary per specific assignment. Each assessment (larger test, paper, project) will be penalized 20% for every day late. Rubrics will be given for each summative assessment at least two weeks in advance.

4. Enrichment Opportunities (3%): There will be three opportunities throughout the school-year to participate in a Service Learning Enrichment Opportunity. Each project will have a sign-in sheet for attendance. A 2-3 page reflection will be submitted within one week (7 standard days) of the project via email. Prompts for each individual opportunity will be posted on the class site at least two weeks in advance. Enrichment Opportunities cannot be submitted late or resubmitted to earn points back.

Grading98-100 = A+; 93-97 = A; 90-92 = A- 88-89 = B+; 83-87 = B; 80-82 = B-78-79 = C+; 73-77 = C; 70-72 = C- 68-69 = D+; 63-67 = D; 60-62 = D-0-59 = F

Make-Up WorkFull credit will be given for any assignment turned in late with proof of school excused absence. Any summative assessment that is turned in late will be reduced in point value unless provided proof of school excused absence. Any summative assessment with a grade lower than 90% earned may be resubmitted within a week of the original due date to earn points missed. An “Assessment Reflection” form and all drafts of the assessment must be submitted to be considered for this opportunity. Late point reductions will not be granted for resubmission.

Expectations- Turn in homework and assignments at the beginning of class, unless instructed otherwise.- Respect the space around you. Eating in class will not be allowed. Drinking water in a closed

container is appropriate. - “Active Participation” will include responding to and asking thoughtful questions regarding analysis

and class content, displaying appropriate nonverbal actions, and providing personal experience and prior knowledge to engage the class with the text.

- Inclusive, appropriate language is expected at all times. Language that does not promote a safe environment conducive to authentic learning will not be tolerated. You will be immediately dismissed from class with an expectation of a later one-on-one conversation if this stringent guideline is not acknowledged.

- Actions leading up to and including Referrals will be administered if needed.- Attend class with necessary supplies and texts.

Supplies:Writing utensilNote-taking materialTexts (specific to unit and time needed)JournalsReading Notebooks

Academic IntegrityThis course will adhere to the Poudre School District and Fossil Ridge High School academic integrity policies. For more information, please see the Student Conduct Guide. I will ask you to sign an Honor Pledge for all summative assessments.

Adapted from Dr. Pamela Coke’s EDUC463 Course Description

Please detach the last page of this syllabus and return it on Friday, August 23rd, 2013.

5863 US Literature and Composition2013 – 2014

I, ______________________________, have read and understand the class expectations and guidelines. I will uphold these policies to the best of my abilities, with the acknowledgement that I must bring any questions/concerns to Mr. Pappas as soon as possible.

_____________________________________________ _____________________Student Signature Date

_____________________________________________ _____________________Parent/Guardian Signature Date

Parent/Guardian: Please include your phone number and/or email. Please indicate which contact method is preferred by striking the appropriate circle.

o Phone Number(s): _________________________ Best time to Call:

__________________________

o Email Address: _________________________ _____________________

Please feel free to contact me with any questions, concerns, and/or comments.

Day 3: 23 August 2013Period 6

Madeline Hunter Lesson Plan: Annotations and “I Was Raised By”

Class: US Literature and Composition (11)

Unit 1: Personal Values and Identity

Teacher: Jake Pappas

Objectives: Students will refresh their instruction on how to annotate a text (geared towards narrative texts). Students will apply these skills in annotations throughout the reading of their class novel, Bless Me, Ultima, but will directly apply annotation skills to sample “I Was Raised By” poems.

Standards: 1.2.a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)

2.1.a.i Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.11-12.2)

2.1.a.ii Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)

2.1.b.i Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (CCSS: RL.11-12.4)

3.1.a.iv Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-12.3d)

3.1.a.vii Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language

3.3.dDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.11-12.5)

Materials: - Whiteboard and markers- Projector and screen for PowerPoint- Writing utensil- “I Was Raised By” samples (2 and 3)- “I Was Raised By” Assignment Sheet

Duration: 94 minutes

Take Attendance and Collect Syllabus Slips / Values Reflection [5 minutes]

Anticipatory Set [5 minutes]: - Short class discussion: How do you like to read? What are some choices you make while reading?

What environment do you read best in? Do you mark up the text when you read?

Teaching [60 minutes]:(25 minutes to PowerPoint and Bless Me, Ultima discussions – Input/Modeling)(10 minutes for Sample #1 – Modeling)(10 minutes for Sample #2 and discussion – Guided Practice)(15 minutes for Sample #3 and discussion – Independent Practice)Input/Modeling

- Students view PowerPoint on Annotating Narrative Texts to refresh their memories (see attached slides)

- After PowerPoint, students will watch instructor annotate one example “I Was Raised By” poem (see Sample #1 attached) after listening to the poem out loud (http://vimeo.com/62904155). Annotations done on Doc Cam.

Checking for Understanding- Ask students to find key points throughout the first 48 pages of their text that could be annotated.

o What is important about this section?o How can this relate to your life/experience?o What does this tell us about Antonio’s/mother/father character?o How does this moment progress the plot?o What questions do you have about this point in the novel?

- Students will record their annotations on paper and think/pair/share to discuss their annotations and points of interest.

Questioning Strategies- See above.

Guided Practice:- After watching the instructor do a quick annotation of the first sample on the Doc Cam, students will

annotate Sample #2 as a class (see attached). [Samples #2 and #3 on one sheet of paper]o Students read through it silently, making own annotations. Share points of interest to class.o Instructor reads through it out loud, asking students to make more annotations. o Discuss

How did you decide what things to annotate? Where did you have a hard time understanding what was going on? At which part did you find the author’s voice coming through with strength?

Closure:“As you read throughout the class text, it’s the expectation that you’re annotating some of these important markers. These notes and markings will help you identify and analyze the progression of characterization and plot throughout the entirety of the novel. It’s the expectation that you’re putting at least 4-5 sticky notes of annotations for every section of reading that is assigned. These close reading and questioning strategies will help us to have great class discussions with Bless Me, Ultima.”

Independent Practice:- Students will annotate Sample #3 on their own (see attached). - Discuss with class after:

o What things did you annotate? Why?o What words/images stuck out to you? Why?

http://vimeo.com/62904155

o Where did you personally connect with the text?

After Independent Practice (Finish procedures) [30 minutes / remainder of class]:- Assign “I Was Raised By” Poem assignment- Walk students through “I Was Raised By” Poem Assignment Sheet

o Clarify due dateo Cite examples of things to include from Samples #1-3

- Have students individually brainstorm ideas for their “I Was Raised By” assignments that might be derived from vivid memories, family traditions, identities, etc. Give students 20 mins / remainder of class to brainstorm and begin drafting as TOD

o TOD will be checked for completion on students’ way out of the door, not turned in. Students will use their TOD to help write their assignment due on Monday.

Sample #1: Modeling [DOC CAM] http://vimeo.com/62904155

Raised by WomenKelly Norman Ellis

I was raised byChitterling eatingVegetarian cookingCornbread so good you want to laydown and die baking"Go on baby, get yo’self a plate"Kind of Women.

Some thick hairedAngela Davis afro styling"Girl, lay backand let me scratch yo head"Sorta Women.

Some big leggedHigh yellow, mocha brownHip shakingMiniskirt wearingHip huggers huggingDaring debutantesGroovin"I know I look good"Type of Women.

Some tea sippingWhite glove wearingGot married too soonDivorced

in just the nick of time"Better say yes ma’am to me"Type of sisters.

Some fingerpoppingBoogaloo dancingSay it loudI’m black and I’m proudJames Brown listening"Go on girl shake that thing"Kind of Sisters.

Some face slappingHands on hips"Don't mess with me,Pack your bags and get the hell out of my house"Sorta women

Some PhD totenPoetry writingPortrait painting"I'll see you in court"World travelingStand back, I'm creatingType of queens

I was raised by women

http://vimeo.com/62904155

Sample #2: Guided PracticeName: ____________________________ Period: ______

Date: ___________________

MUSICBy Shona Curtis

I was raised by smooth jazzMake you want to sit down andCry kind of music

Some move your feet and shakeThose hips feel like you dancin’ Down the streets of ArgentinaKind of music

Some hip hop and you don’t stopMovin’ to those beats that feel the energyComin’ out of the radioKind of music

Some hit right where you need it soulMusic make you think of the old daysWhen that was all we hadKind of music

Some jump up and down slame toThe beat of the rockKind of music

Some poppin’ pop grab yourBest friend and put on yourFavorite costume and danceKind of music.

I was raised by music.

Sample #3: Independent Practice

RaisedBy Anaih Rhodes

I was raised by a lovin’ Church goin’, home cookin’, belt whoppin’, Non-stop children bearin’,Money arguin’,“You’re going to be something great one day,”Mom and Dad

I was raised by a Jesus lovin’, behind tearin’, Bomb cookin’, hair pressin’, garage sale givin’Grandma

A politic lovin’, money givin’, pipe puffin’, Fish fryin’, Cadillac whippin’, wine sippin’,“Study hard now!”Grandpa

I was taught by a tongue talkin’Sanctified, holy ghost filled, fire baptized, Shoutin’“’Member to keep God first, Baby!”Kinda church folk

Some aisle runnin’, teary-eyed, joy jumpin’, Devil rebukin’, seed sowin’, “How you doin’, Baby?” Type of church folk

I was brought up with that hold on,Wait on God, don’t give up,

Weepin’ may endure for the night,But joy comes in the mornin’,What a friend we have in Jesus, music

By some double darin’, house playin’, Fightin’, scratchin’, teasin’, tauntin’, Crumb snatchin’, To football playin’ and track runnin’“I got cha back!” Cousins

I was brought up by that raceEveryone on the block, barefoot, wind my face, win or lose, spirit of runnin’To that sweatin’, trainin’, muscle tearin’, Shin splintin’, intense burnin’, Heavy workout, deep breathin’ crazyType of runnin’.

Raised

Mr. PappasUS Literature and Composition – Period 6

“I Was Raised By” Poem – Assignment Sheet[DUE DATE: Monday, August 26, 2013 at the beginning of the period]

Context: Since we’ve establish how to annotate narrative writing, and what to specifically look for, it’s now your turn to write about some pivotal moments in your life. You will write your own “I Was Raised By” poem. This assignment will be modeled from the sample poems we’ve looked at in class.

Your “I Was Raised By” poem should… - Be at least one page, single spaced, in size 12 point font, Times New Roman.- Include at least SIX specific references to your upbringing. These could include: identity, family

traditions, childhood friendships, music, toys, movies, places you’ve lived, memories, etc. We’ll brainstorm some topics in class.

- Represent your personality and story with the appropriate grammar, usage, and mechanics. Please create a piece that is representative of you. This will have to be polished enough to understand, but don’t get caught up in focusing on “standard” conventions of American English. Choose words, phrases, and punctuation that emphasize the key ideas and points you want to focus on. Tell your story the way it should be heard.

- Be practiced. You will be reading these poems out loud to your peers.

Please reference the annotation work that we’ve performed on Samples #2 and #3 (see handout) to get an idea of different “I Was Raised By” poems. These samples are merely a framework. Please do not copy these poems. If you’d like to model

Audience: Your audience for this assignment will be me (hello, hi, your instructor) and your peers. We will have a Read-Around on Monday, August 26th. This will be an opportunity to share you poems, make note of your classmates’ topics and themes, and give positive feedback to your peers.

Reflection: After writing your “I Was Raised By” poem, please respond to the Reflection Questions attached below. These may be typed or hand-written, in complete sentences and thoughts.

- What was easy about thinking of topics for your piece?- What was difficult about this process?- How did you finally decide what to include?- Was there anything you wish you would have mentioned in your writing, but didn’t?

The Checklist below shows all the required components of the assignment, with a space for the points earned. Please put a number value you believe you should receive on each component next to each listing. Please staple the lower portion of this page to the front of your “I Was Raised By” poem.

Checklist and Self-AssessmentSelf Instructor

____ ____ / 4 Assignment is at least one page, singled-spaced, 12 point font, in length. (4)

____ ____ / 12 Include at least six specific references to your upbringing. (2 for each)

____ ____ / 6 Poem flows well and is read out loud with practiced precision. (6)

____ ____ / 4 All reflective questions are answered thoroughly and attached to piece. (1 for each)

TOTAL____ ____ / 26

Day 4: UbD Lesson Plan TemplateClient Organization: FRHS

Telephone: Main Contact: JAKE PAPPAS Email Address: [email protected] Date: 08/26/2013 DAY 4

VITAL INFORMATION

AuthorJake Pappas

*Subject(s)US Literature and Composition

Topic or Unit ofStudy

Unit1: Personal Values and Identity

*Grade/Level11

*Summary“I Was Raised By” poems are dueRead-Around for poemsTicket Out the Door reflection

STANDARDS

*Standards1.1.aGive informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience

1.1.dAnalyze audience responses to evaluate how effectively the talk or presentation met the purpose


1.2.a.iCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL.11-12.1a)

2.1.a.iiiAnalyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CCSS: RL.11-12.3)

2.1.b.iDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:STAGE 1 DESIRED RESULTS

Established Goals

Open classroom community of sharing “I Was Raised By” poems and giving each other positive comments through the Read-Around activity (Christensen 69).Reflection on process of sharing.

Understandings Overarching

Understanding

RelatedMisconceptions

Students will define their sense of identity and values in order to beginning defining what “Being American” means to them.

Misconceptions: Touchy feely things in the classroom are a waste of time.Rebuttal: Christensen writes, “We don’t build communities instead of working on academics. We build communities while we work on academics” (15).

Essential Questions

How do you define your upbringing?In what ways can you learn about the development of your classmates from “I Was Raised By” poems?What are some common themes among you and your classmates’ upbringings?

KnowledgeStudents will need a safe environment in order to feel comfortable sharing their poems.Students will already be aware of the classroom guidelines and expectations for giving and receiving feedback.

Skills

Students will be able to give appropriate and positive feedback to their peers during the Read-Around portion of sharing their poems.Students will be able to independently write short reflections (TOD) on the discussions heard in class, addressing the topics of community and identity.

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:STAGE 2: Assessment EvidencePerformance Task Description:

Goal Building classroom community.Audience Instructor and peers.Situation First unit of the year, 4th day of class.

Product/PerformanceStudents will present their poems (see Assignment Sheet) in groups with Read-Around activity (Christensen 69).

Standards See aboveUBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:STAGE 3: Learning Plan

What learning experiences and instruction will enable students to achieve the desired results? How will the design:Where are your students headed? Where have they been?How will you make sure the students know where they are going?

In Day 4 of the Unit, this will be the first real sharing experience for their writing. We will be focusing on positive engagement and contributions for feedback to help build classroom community, and give students a space to feel like their writing will be valued and appreciated. This activity will help students brainstorm and prepare for topics to write in their Narrative Essay assignment.

How will you hook students at the beginning of the unit? This activity will already be initiated in the previous lesson, and this will be the sharing day.

What events will help students experience and explore the big idea and questions in the unit?How will you equip them with needed skills and knowledge?

Students must first understand their own identities in order to begin asking the overarching questions of what “Being American” truly means to them and our society. The “I Was Raised By” poem will allow students to reflect on their upbringing, values, identities, etc. in order to more holistically view their being.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Students will be writing questions and positive notes of feedback for each speaker in the session, and then will be completing a Ticket Out the Door that asks students to evaluate the quality of the session, the impact on classroom community, and the feelings throughout the sharing process.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Part of this self-evaluation will come from their TOD.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Students have been given a broad assignment to complete, so won’t feel restricted by mechanics and grammar to complete the poem. The sharing process will allow students to vocalize their poetry, and build community with their peers through conversation and positive feedback. This sense of community will help all students feel valued, and students will learn about one another to build relationships in the classroom.

ACTUAL LESSON PROCEDURES:54 minutes

INTRO [2 mins]Welcome students, briefly remind students of the expectations for sharing our poetry, andthe short time we have allowed for this activity.

Read-Around Activity [40 mins]Explain general briefing of activity, begin.

1. Seat students in circle.2. Pass out scraps so students can write specific, positive pieces of feedback on each writer’s poem.3. Ask students to write author’s name on the top of the paper strips before each reading, with their names at

the bottom.- “People are sharing their lives with you. Be a hungry listener. Listen with your head and your heart.”

4. Instruct students to respond to each piece with a positive comment. Review ways to respond:- To writer’s content- To their style of writing- Share a memory that surfaced for you- As writer reads, write down lines, ideas, words, phrases that you liked

5. After student reads piece, ask class to orally respond with a few shortcomments.

6. After all students have read, students hand each other their comment slips

Reflection Ticket Out the Door [10 mins]Students will turn in responses as they leave.Post prompt on Doc Cam / Projector:What is one classmate’s story that stuck out to you? Why?What did you enjoy about listening to your classmate’s responses?What’s one thing you learned about a classmate in this room?What’s something you wanted to say but didn’t?





2.1.c.iAnalyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.11-12.7)

2.2.a.iCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-12.1)






Students will be able to find textual evidence to support claims about the effect of setting and context.Students will explore the similarities that they have with other students they assumed are very different from them.Students will begin to understand that self-identification is multi-dimensional, and is not always obvious to the eye, or stereotypes.

MATERIALS Projector/Doc CamWhiteboard/markersPaper slips in 8 different colors


Warm Up: [10 mins](Projected/Doc Cam)Think of your favourite setting for a novel or movie? Describe it. What made it special? How was it read or seen?Discuss/share as class.

Setting/Context in Novel: [20 mins]Think/pair/share:What is the setting like in Bless Me, Ultima? Find specific textual evidence up to our reading for today (p. 96).How does Anaya depict the New Mexican culture?How has this setting influenced the plot of the story?

Discussion: [10 mins]What makes a good setting/context?Looking at specific moments from the last chapter, what can we say about Antonio’s development as a character in the novel at this point?How is this affected by setting?How does his grandmother’s culture influence him in pages 62-79?

Identities: [40 mins] (Source: http://ssc-ao.wikispaces.com/The+Big+8+Social+Identifiers)Lecture/Discussion [20 mins]**Mention that these notes are for them – they will not be sharing with peers.(after deciding all definitions, write on whiteboard)

- Students take notes on all 8 identities (see attached)

Have students try to define socialization and identity.Construct class definitions –

- Socialization: ‘the means by which social and cultural continuity are attained’- Identity: ‘personal conception and expression’

The “Big 8” social identifiers: social identity involves the messages we have received and the ways we are taught to belong to specific social groups. These categories reflect how members of American society are often grouped:Ability: the physical or mental capacity to do something or perform successfully.Age: how old somebody is.Ethnicity: relating to a person or to a large group of people who share a national, cultural, and/or linguistic heritage, whether or not they reside in their countries of origin.Gender/Sex: An individual’s innermost sense of self as “male/masculine,” “female/feminine,” somewhere in between, or somewhere outside of these gender boundaries. Most people develop a gender identity that socially aligns with their biological sex, but many do not.Race: a group that is socially defined, but on the basis of physical criteria including skin color and facial features.Religion/Spirituality: an institutionalized or personal system of beliefs and practices relating to the divine.Sexual Orientation: sexual attraction toward people of the opposite sex, of the same sex, or of both sexes.Socio-Economic Status (social class): social standing based income and/or one’s position in society (poor, working class/blue collar, middle class, rich, etc.)** Give personal examples – which ones stick out to me, why .

Have prepared slips of paper in eight different colors, and write the eight identifiers on a flip chart, color coding them to the slips of paper. Ask everyone to choose the three social identifiers that are most important to them by selecting the colors [5 mins].

Have everyone get up, and find the other people who chose the three same identifiers. Ask them to look around their group.

- Pose the questions: How diverse is your group? Would you have assumed that these people have the same top identifiers as you?

Then ask them to get into pairs within that group. Have them talk about why these identifiers are important to them, where they come from, how they’re perceived, etc. [15 mins]

Class Debrief: [10 mins / remainder of class]Initial responses to this activity?What surprised you most about this activity?What was difficult about this for you?What’s something you learned about your peers?Why are we doing this?How does identity relate to the texts we read?

ONGOING ASSESSMENT Students will find textual evidence to support claims about the effect of setting and context.Students will fill out Big 8 notes.Students will actively engage in small group and paired discussion for allotted time.

http://ssc-ao.wikispaces.com/The+Big+8+Social+Identifiers

THE “BIG 8” IDENTITIES

Socialization:

Identity:

The “Big 8”

Identity Broad Definition What’s mine?

Ability

Age

Ethnicity

Gender/Sex

Race

Religion / Spirituality

Sexual Orientation

Socioeconomic Class

LESSON Day 608/30/2013 Friday94 minute class period











Students will understand what’s being asked of them in the Narrative Essay assignment.Students will support claims from Chapters 10-11 with textual evidence and personal connection.

MATERIALS Projector/Doc CamNarrative Essay Assignment SheetTicket in the Door (for Socratic Seminar) – due next class


Narrative Essay – Assignment Sheet: [15 mins]Talk through assignment sheet (see attached). Give clear examples of topics students could choose. Reference the topics list and give examples.Emphasize drafting process and explain due dates.

*Transition: To begin our drafting process, we’re going to do some in-class work with brainstorming topics to write about.

Brainstorming: [20-25 mins](Projected/Doc Cam)With a partner, discuss and write down ideas regarding the following:

- Brainstorm at least three specific stories from your upbringing that have shaped who you are today.

- For each topic, can you relate any values/identities to that story or experience? How do they connect?

- Narrow down your brainstorming to two ideas. Discuss why you cut out your #3.- How will you decide your story to write about?

Reminder: “Your outlines are due ONE WEEK from today (Friday 09/06) – spend the weekend and next few days narrowing your choices. Sit down with close friends and family to discover some ideas as well.”

Class share out: Anyone have some great ideas they’re excited about and want to share?

Discussion on Text: [15-20 mins](Chapters 10-11)What things have you annotated from these two chapters? Why?Do you have any questions about 10-11? Unclear about anythingWhat’s happening on pages 92-96 – can someone paraphrase and describe it for me?Why is this important to our understanding of Ultima?On p. 99, what is important about the dichotomy between science and church? Where does Ultima sit in that conversation?

Preparation for Socratic Seminar – Ticket in Door for next time [5 mins]Walk students through the TID for Socratic Seminar prep. (see attached)Talk over questions – expectations for answering them.This should be completed outside of class, not in class.**Cannot enter Seminar without their Ticket in the Door!!!

Reading Time: [25 mins / remainder of class]

ONGOING ASSESSMENT Students writing their ideas from the brainstorming in their notes with a partner.Students will reference annotations and specific points in the text for the discussion on Chapters 10-11.Students will prepare a TID that completely answers the questions asked for next class’s Socratic Seminar.

Mr. PappasUS Literature and CompositionPeriod 6

Narrative Essay Assignment SheetDUE: NOVEMBER 13th, 2013

Rationale: Throughout this unit we have been working (and will continue to work) on defining our own sense of identity, along with characters in Bless Me, Ultima. This assignment will ask you to incorporate discussions we’ve delved into through our class sessions, activities, readings, and assignments. In order to best understand what “Being American” means in our society, we must look inward and define identity for ourselves. In this way, we can have a more clear idea of where we come from in order to find out where we’d like to go.

Assignment: You will write a Narrative Essay that tells a story of your upbringing. We will take time to brainstorm a number of ideas for your writing. Select a story that can be expanded and reflected upon for a number of pages. In your essay, a sense of what’s going on will need to be provided. Some aspect of a context, story, and reflection on how this instance has changed who you are today will need to be provided. Please be a storyteller in this assignment. Find ways to artfully weave a story that shows us the characters of your narrative, succinctly depicting your point of development and how it has shaped who you have become. Incorporate our discussions on identity and values. It will be a good idea to use your Values Sort activity and “I Was Raised By” poem as a springboard for ideas in this essay. Please see below for the specific requirements of the Narrative Essay and its components. This assignment is very broad in its scope, so please don’t hesitate to ask many questions.

Requirements and Grading: Your narrative essay will meet the following requirements

____ 4-6 pages in length, 12 point Times New Roman font, 1 inch margins, MLA format [5]

____ Setting/context is clearly and artfully articulated. [15]

____ Clearly depict a point of development from upbringing [20]

____ At least 3 connections are made to how the instance has shaped the writer’s life today. [15]

____ Writer has used at least three alliterative “phrases” (and are labeled as such). [6]

____ At least 3 references to class discussions (identity, values, “I Was Raised By”, etc.) are given. [9]

____ All drafts are completed on the assigned date and attached to the final draft. [20]

____ Reflection questions are all clearly answered and fully complete. [10]

TOTAL: ____ / 100

Audience: The audience for this assignment will be me, your instructor, and a small group of your peers. Your work on brainstorming, drafting, and revisions will be done in pairs and small groups. You will be sharing certain excerpts and sections of your narrative with a small group on the day these essays are due.

Reflection:You will include a reflection page that completely and thoroughly answers the questions below. These responses should be typed and attached to your final draft.

- What was easiest about this Narrative Essay assignment?- What was most difficult for you? Why?

- What did you gain from the drafting/revision process? Please reference specific points in your narrative.

- Do you feel your narrative is an accurate representation of who you have become?- Are there some things you wish you would have included in your paper?

Due Dates / Checkpoints:In order to reach a polished, final draft of your essay, we will be doing a number of editing workshop to refine your piece. These sessions will include drafting, reflection, and participation in order to receive full credit. Please attach ALL original drafts and revisions to your final draft.

08/30: Brainstorm in class (quick write)09/06: Basic outline due (partner feedback)09/09: First draft due with added transitions (workshop on content/ideas)09/11: Second draft due (workshop: attention to detail, voice, etc.)09/13: FINAL DRAFT DUE (with all preceding drafts, revisions, and the attached reflection and checklist)

Please attach the bottom half of this page to your final draft with scores for your self-assessment.

Student and Instructor Checklist

SELF INSTRUCTOR

____ ____ 4-6 pages in length, 12 point Times New Roman font, 1 inch margins, MLA format [5]

____ ____ Setting/context is clearly and artfully articulated. [15]

____ ____ Clearly depict a point of development from upbringing [20]

____ ____ At least 3 connections are made to how the instance has shaped the writer’s life today. [15]

____ ____ Writer has employed at least three alliterative phrases (and are labeled as such). [6]

____ ____ At least 3 references to class discussions (identity, values, “I Was Raised By”, etc.) are given. [9]

____ ____ All drafts are completed on the assigned date and attached to the final draft. [20]

____ ____ Reflection questions are all clearly answered and fully complete. [10]

TOTAL SCORE:

____ ____ / 100 points possible

Ticket in the Door: Socratic Seminar [[DUE: Wednesday, 09/04/2013]]Name: ____________________________

Bless Me, Ultima – Rudolfo Anaya

This will be your Ticket in the Door for Wednesday Socratic Seminar. If this handout is not fully completed (with references to page numbers and specific scenes in the text), you will not awarded points for participating in the Seminar. Feel free to draw anything in our reading up to Wednesday’s reading (p. 168).

1. List at least two specific points in the text where Antonio has undergone a change in his values/identity/development. Cite the page number and give a very brief explanation of the event. Why has it changed him?

2. Have you ever felt split between two “opposing” ideals like Antonio is in Bless Me, Ultima? What points in his challenges can you relate with? Give at least two examples.

3. How do Gabríel and María’s attitudes regarding the process of growing up relate to Antonio’s future? Cite at least one example from the text for each parent.

4. Discuss at least two examples of points of interest you have annotated that are not included in the questions above. Why did you feel the need to annotate these?

5.












Students will be able to define Socratic Seminar.Students will democratically engage in whole class discussion, drawing from textual evidence and personal experience.Students will reflect on the experience of participating with a whole class debrief and an independent writing activity.

MATERIALS Projector/Doc CamTID for SeminarPaper for TOD

PROCEDURES 94 minutesCheck Ticket In the Door as students come in.

- If students didn’t complete TID, they will not be awarded that half of the points for the Seminar, but will still allowed to participate in the discussion.

Quick Description of a Socratic Seminar [7-10 mins](Projected/Doc Cam)Purpose: The purpose of a Socratic Seminar is to achieve a deeper understanding aboutthe ideas and values in a text. In the Seminar, participants systematicallyquestion and examine issues and principles related to a particular content, andarticulate different points-of-view. The group conversation assists participants inconstructing meaning through disciplined analysis, interpretation, listening, andparticipation (https://www.nwabr.org/sites/default/files/SocSem.pdf).Why do you think our class is doing this?What can we gain?

https://www.nwabr.org/sites/default/files/SocSem.pdf

Review Guidelines and Expectations [5 mins]I know it’s been awhile since we established our classroom guidelines regarding discussions and participation, so let’s pull those up.Does anyone want to add / take away?What do we want to get out of today?

Seminar: [45 mins]Tell students how this will work:

- All chairs touching, in circle- We won’t use raised hands- Try to cite specific points in the text so everyone can follow along- Think connections (Text-text, self, world)- Ask questions of your peers- Speak to peers, not me- Keep notes – things that resonate, questions you don’t know the answer to, your

responses (even if you don’t answer outloud)**Tell students these notes will be vital at the end of class for the reflection**Start with TID questions, and let it organically move towards open discussion.Seminar Prepped questions:1. List at least two specific points in the text where Antonio has undergone a change in his values/identity/development. Cite the page number and give a very brief explanation of the event. Why has it changed him?2. Have you ever felt split between two “opposing” ideals like Antonio is in Bless Me, Ultima? What points in his challenges can you relate with? Give at least two examples.3. How do Gabríel and María’s attitudes regarding the process of growing up relate to Antonio’s future? Cite at least one example from the text for each parent.4. Discuss at least two examples of points of interest you have annotated that are not included in the questions above. Why did you feel the need to annotate these?

TOD Reflection: [10 mins](Projected/Doc Cam)

- What’s one thing you didn’t get to say today that you wished you could have?- What didn’t you like about this activity?- Do you think there was an even distribution of “air time?” (This isn’t a question to

bash on someone else)- What’s one major lesson/connection you’re walking away with today?

Reading Time [25 mins/remainder of class]

ONGOING ASSESSMENT If students bring the TID fully completed, they will receive full points for that part of the Seminar.The other half of the participation for the Seminar will come from the Reflection turned in at the end of class.Students will keep notes to reference for TOD.

LESSON Day 7 – ADAPTATION09/04/2013 Wednesday94 minute class period



For an ADAPTATION, Friday, 08/30 was a HEAT DAY and that content will have to be combined with today’s content.


Narrative Essay – Assignment Sheet: [15 mins]Talk through assignment sheet (see attached). Give clear examples of topics students could choose. Reference the topics list and give examples.Emphasize drafting process and explain due dates (altered dates with change).

Brainstorming: [10 mins](Projected/Doc Cam)With a partner, discuss and write down ideas regarding the following:

- Brainstorm at least three specific stories from your upbringing that have shaped who you are today.

- For each topic, can you relate any values/identities to that story or experience? How do they connect?

- How will you decide your story to write about?Reminder: “Your outlines are due Friday 09/06 – spend the next few days narrowing your choices. Sit down with close friends and family to discover some ideas as well.”

**Transition**

Preparation for Socratic Seminar – [10 mins]**What was originally the TID is now a short prework session before the SeminarTalk over adapted prep questions – expectations for answering them:1. List one specific point in the text where Antonio has undergone a change in his values/identity/development. Cite the page number and be ready to discuss why it has changed him.2. Have you ever felt split between two “opposing” ideals like Antonio is in Bless Me, Ultima? What points in his challenges can you relate with? Write a brief few words to speak about.3. How do Gabríel and María’s attitudes regarding the process of growing up relate to Antonio’s future? Cite at least one example from the text for each parent.4. Discuss at least one example of points of interest you have annotated that are not included in the questions above. Be ready to discuss why you felt the need to annotate these.

Quick Description of a Socratic Seminar [5 mins](Projected/Doc Cam)Purpose: The purpose of a Socratic Seminar is to achieve a deeper understanding aboutthe ideas and values in a text. In the Seminar, participants systematicallyquestion and examine issues and principles related to a particular content, andarticulate different points-of-view. The group conversation assists participants inconstructing meaning through disciplined analysis, interpretation, listening, andparticipation (https://www.nwabr.org/sites/default/files/SocSem.pdf).Why do you think our class is doing this?What can we gain?

Review Guidelines and Expectations [5 mins]I know it’s been awhile since we established our classroom guidelines regarding discussions and participation, so let’s pull those up.Does anyone want to add / take away?What do we want to get out of today?

Seminar: [35 mins]Tell students how this will work:

https://www.nwabr.org/sites/default/files/SocSem.pdf

- All chairs touching, in circle- We won’t use raised hands- Try to cite specific points in the text so everyone can follow along- Think connections (Text-text, self, world)- Ask questions of your peers- Speak to peers, not me- Keep notes – things that resonate, questions you don’t know the answer to, your

responses (even if you don’t answer outloud)**Tell students these notes will be vital at the end of class for the reflection**Start with prework questions, and let it organically move towards open discussion.Seminar Prepped questions:1. List one specific point in the text where Antonio has undergone a change in his values/identity/development. Cite the page number and be ready to discuss why it has changed him.2. Have you ever felt split between two “opposing” ideals like Antonio is in Bless Me, Ultima? What points in his challenges can you relate with? Write a brief few words to speak about.3. How do Gabríel and María’s attitudes regarding the process of growing up relate to Antonio’s future? Cite at least one example from the text for each parent.4. Discuss at least one example of points of interest you have annotated that are not included in the questions above. Be ready to discuss why you felt the need to annotate these.

[[Seminar shortened because of ADAPTATION]]

TOD Reflection: [10 mins/remainder of class](Projected/Doc Cam)

- What’s one thing you didn’t get to say today that you wished you could have?- What didn’t you like about this activity?- Do you think there was an even distribution of “air time?” (This isn’t a question to

bash on someone else)- What’s one major lesson/connection you’re walking away with today?

ONGOING ASSESSMENT If students provided proof of completed prework, they will receive full points for that part of the Seminar (ADAPTED).The other half of the participation for the Seminar will come from the Reflection turned in at the end of class.Students will keep notes to reference for TOD.








2.3.cDemonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5)


3.1.a.viiEvaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language





Students will practice giving constructive feedback that highlights their peers’ accomplishments and helps them shape their Narrative Essay outline.Students will practice using colourful writing so that they may insert more elaborate and complex descriptions in their Narrative Essays.

MATERIALS Whiteboard/ProjectorJournalsOutlinesPeer editing half sheetColorful Writing examples


Warm Up: Feedback [10 mins]Up on board to write in journals as students come in: Is it okay to slightly lie to your friends in order to make them happy? In what ways do you give feedback to your peers? In what ways do you like to receive feedback?Take attendance while students write.Discuss the questions with students after they’re given 5 minutes to silently write.

Narrative Essay basic outline: Paired Feedback [40 mins]On back of outlines, students write responses to following questions: [5 mins]

- Why did you pick this topic?- What are most excited about when telling this story?- How has this story shaped you today?- What is one struggle you’re having with this story?

*REMIND students about the expectations for editing and revising in this class. Tell them this outline and editing half page will be attached to their final draft.Students decide pairs, and work through “Narrative Essay Outline Response.”First part is done individually, silent.At #4, students come together and share responses.Make marks/edit to outlines in class.Last 15 minutes (remainder of time up to 40 minutes) is spent revising and brainstorming topics/points with partner.

Transition: Since we’ve spent a good amount of time on thinking of ways to improve our Narrative Essays, let’s find some more ways to spruce them up with some colourful writing.

Colorful Writing Mini Lesson [30 mins]Read aloud 2-3 passages from books where colors are expounded upon and are given character, or where mood is set by explaining surroundings.Examples could be:

- White in White Oleander- The fall scene in The Perks of Being A Wallflower p. 29

Prewriting: Think of ten to fifteen colors: orange, yellow, white,blue, teal, aquamarine, maroon, magenta Choose one: orangeThings that are orange: pumpkins, harvest moons, candy corn, oranges, orange juice, fire, leaves, zinniasDrafting: Chose five or six white things and write about them using this pattern: What is orange? What Is Orange? Orange is: Pumpkins Harvest Moons Candy Corns Leaves Fire ZinniasRevising: Tell more about each thing you wrote about in your draft. Add adjectives, phrases, and clauses. For the class example, the poem can be about anything. Have one student at a time give a sentence that has the words in it to create the poem. Assign other students on ‘thesaurus duty’ and have them swap out ‘daily’ words for better words.(Show example: show on Projector/Doc Cam) – Lexi’s exampleStudents share out to class where possible.Share positive feedback with class.Closure: It’ll be important to take these lessons and concepts and apply them to your writing for the Narrative Essay. Instead of just describing your mother, describe the seafoam green of her eyes soothing you to sleep, or the coal black sturdiness of your father’s hands as he fixed your treehouse. There are a number of ways to incorporate this colourful writing into your narrative – even when you’re not strictly depicting colors!

TOD Journal Prompt: [10 mins]Think about your ideas you’ve got brewing for your Narrative Essay. In what ways can you employ your use of colourful and descriptive writing in that narrative? Give at least 3 short examples of lines you might write into your narrative. This will be your Ticket Out the Door for today.

NOTE TO SELF:Need to find except from White Oleander – or another piece to sample.

ONGOING ASSESSMENT Outline and Editing half sheet will be attached to Final Draft of essays.Colorful Writing: Students create their own Colorful Writings. To keep the time from being busy work, there will be a 5 minute check in where everyone shares out colors, a 10 minute check in where everyone shares out words, and a 15 minute check in where poems are shared.TOD: Students need to write in complete sentences and include at least 3 examples of ways they would include colourful writing in their narrative.

NARRATIVE ESSAY OUTLINE RESPONSEYour Name: ____________________________________________ Date: _____________Your Partner’s Name: ____________________________________ Period: ___________

1. Read through your peer’s outline in full. Do not mark anything. 2. Answer:

In your own words, what is your peer’s story about?

What is something that you are confused about with your peer’s outline?

What is one point of interest you’re seeing with your peer’s narrative?

3. Read through the paper a second time and use these markings below. What topics of identity and/or values are listed in the outline? Underline them.

Are there any connections to how this event has shaped who they are today? Circle them.

4. Spend time showing your partner each of your responses. Explain your reasoning and give them time to respond/explain. Have partner take back their paper and mark your discussion points throughout their outline.

NARRATIVE ESSAY OUTLINE RESPONSEYour Name: ____________________________________________ Date: _____________Your Partner’s Name: ____________________________________ Period: ___________

1. Read through your peer’s outline in full. Do not mark anything. 2. Answer:

In your own words, what is your peer’s story about?

What is something that you are confused about with your peer’s outline?

What is one point of interest you’re seeing with your peer’s narrative?

3. Read through the paper a second time and use these markings below. What topics of identity and/or values are listed in the outline? Underline them.

Are there any connections to how this event has shaped who they are today? Circle them.

4. Spend time showing your partner each of your responses. Explain your reasoning and give them time to respond/explain. Have partner take back their paper and mark your discussion points throughout their outline.

NOTE TO SELF:What’s the best way to format this? Partner’s name vs. your name vs. peer editor’s name? The feedback should go back to the person, but how should you indicate that? See references.

OCTOBER’S ORANGE EYESBy Alexis Yeager What Is Orange? Orange is: the raw eyes of a pumpkin, staring burnt orange and fleshy yellow on a dark stoop, fire, crackling and pluming in the fire pit that it is being cautiously contained, the moon, lit with burnt orange before it sinks into a cloudy crescent, leaves, covering up the zinnias of the ground with the orange teardrops of trees, an orange cat, curling around the feet of the man who keeps his lights off on Halloween.

LESSON Day 909/09/201352 minute class period













Students will participate in a reflective discussion on workshop techniques, with wins and opportunities – and looking forward to upcoming workshop session.Students will evaluate each other base content of the Narrative Essay – posing questions and points of confusion on their general story, impact, and influence.

MATERIALS Projector/Doc CamCopy of Draft One for revisions and editsPaper for workshop feedback and TOD


Warm Up Discussion: [5 mins]What worked well with the last workshop session?What’s something we could include or work on for today?How’s the drafting process coming?Wins/opportunities?

Content/Ideas Workshop [25 mins](procedure projected/Doc Cam)Have students number off into groups of four.

Ask students to read around the circle, marking down one positive phrase and two questions about each paper in their individual notes. After each reading, students go around and read their compliment, and ask their two questions. Author can answer questions and provide clearer context. [5 mins each student, 20 mins total](**Instructor times each session, and tells students to rotate focus every 5 minutes)

Have students go through their own papers, marking points of confusion (what was questioned) in their stories – need to expand upon for next time (Second Draft due Wednesday). [5 mins]

Discussion on Reading [15 mins](up to Chapter 29, or p. 217)

- Why is the majority of Chapter 28 (p. 203) somewhat funny? What does Anaya do with the characters and his writing to make it funny?

- How should we react to what some people would call “blasphemy” in this chapter? (define word with students)

- What did you make of the last few lines in Chapter 28 (p. 216)? What does this mean for Antonio’s religious beliefs? How will this influence his character’s development the rest of the novel?

TOD Reflection: [5 mins / remainder of class](Prompt projected/Doc Cam)Write down two specific pieces of feedback you received on your paper. How will you expand on those points of confusion? What are you proud of so far in your work?

**Reminder: Instructor students to bring TWO copies of their Second Draft for Wednesday’s class.

ONGOING ASSESSMENT Students will reference textual evidence in novel discussion.Students will record observations and questions in their notes to give peers.Students will use those specific pieces of feedback to construct reflective TOD.










3.1.a.viiEvaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language





Student will refresh their definition of alliteration and be able to incorporate alliterative “phrases” in their Narrative Essay.Students will complete the “Tightening Writing” workshop and make draft changes for the Final Draft due on Friday.

MATERIALS Projector/Doc CamTWO copies of Second Draft (one for student, one for editor)


Alliterative Character Poem Mini Lesson: [25 mins]Intro [3 mins]: Who remembers what alliteration is and can give us a definition? (Write on whiteboard). Have three students come up and write examples on the whiteboard.

Ask students to take out a piece of paper and list two characters of their favourite characters from any film or text. [1 min]

Ask students to write at least three values/characteristics from the specific text that they noticed (for each character). [2 mins]

Explain the Alliterative Character Poem and provide example(s). [5 mins](Projector, leave up while drafting)Line 1: Name the character.Line 2: Use at least 4 words beginning with the first letter of the character’s name to tell where he/she/it spends their time.Line 3: Use at least four alliterative words to tell about specific actions the character takes throughout the film.Line 4: Using the same letter, (with four words) describe how the character looks and appears on screen.Line 5: Using as many words with the same letter as possible, tell about some special talent, power, attribute this character shows in the film.Example: “RapunzelResides reluctantly in a rough round room.Rapunzel relishes rotund ripe raspberries.Rapunzel rolls and unrolls her rich radiant hair.Rapunzel unwraps her hair to the royal prince riding a regal steed.”

(Polette 93)Give time for questions, students to begin work. If complete with one, instruct students to move on to the second character. [7 mins]Ask some students to share out work with classmates. [3-5 mins]

**Remind students they will need to include (and label) at least three alliterative “phrases” in their Narrative Essay.

Workshop – Tightening Writing: [40 mins]Follow steps on Tightening Writing Handout (attached)

Work Time [30 mins / remainder of class]Students have the choice to silently (or in pairs) revise their Second Drafts, or to catch up on reading (or read ahead).

ONGOING ASSESSMENT Students will write a short Alliterative Character Poem to be turned in. If the poem meets the requirements listed, they will receive full participation points for the activity (5).Students will complete the “Tightening Writing” handout and will attach to Final Draft (with marked edits on their Second Draft).

WORKSHOP #2: TIGHTENING WRITINGYour name: ____________________ Partner (who you’re editing): ___________________

1. Make sure you and your partner each have a copy of your paper.2. Read your partner’s paper silently, making no markings. 3. Once you have both read through each other’s papers, position your desks so they are touching,

straight on.4. Take turns reading each other’s papers out loud. As you listen to your paper being read, please

silently mark any spots on your copy that are stumbled over, or sound “awkward.” Do not interrupt their reading to make changes.

5. Go through your own essay with your partner and mark words that are abstract (like honor, love, glory, friendship). These words are often seen as “ghost words” – people can’t see them. Give the ghost some clothes. Write in the margins to expand on these words and give them a little definition. If you love playing baseball, let us hear the bat smacking the ball, the cheer of the crowd, hear popcorn crunching, feel the snap of the bat.

6. With your partner, brainstorm spots where you could expand upon your writing with alliterative descriptions. Mark these spots and give some alliterative words in the margins.

7. With your partner, read through each other’s papers and cross out any adjective noun combinations. See how the tired expression below sounds. “Gray head” and “tired hands” sound like the words were born together. Watch out for clichés!

The wrinkled old womanheld her gray headin her tired hands.

Write some notes in the margins that could help your partner think of other descriptions to give.8. Cut the fat. Get rid of the excess. Good writing is lean writing. A lot of little words don’t make a

large impact. Circle these excess words.(Words like really, always, and very)Get rid of lazy adverbs – slowly, quickly. Make your descriptive verbs do the hard work.

9. Underline large words that don’t “fit.” Don’t try to impress your readers with your large vocabulary. If that’s your personality – leave it, but be authentic. Use everyday language when possible.

10. Draw a box around a few statements that could be expanded upon – that could use some “colorful” writing. No, you don’t actually need to use colors, but spice it up with some description. Take one image and keep moving – adding more and more detail. Think of your pen as the camera that zooms in, gathering details.

One thin-necked vasePinwheel full…A photo, half hidden moonRising in the half pane…

11. Draw parentheses around sentence structures and phrases that become repetitive. See if you can mix up your sentences lengths. Add a list. A question. Toss two together with an “and” or a “but.” Check out the excerpt below:

“This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals—sounds that say listen to this, it is important.”

— Gary Provost, 100 Ways to Improve Your Writing12. Trade papers back. Spend the remainder of the editing/drafting time expanding upon your comments

and notes received. What do you dis/agree with? Keep adding to the expansions – “explode with detail.”

NOTE TO SELF:Even though the expectations will be set, is this format too much “freedom” for students in the revision process? Need to talk through EACH point as a class before splitting up? Pick pairs?

Adapted from Linda Christensen’s Teaching for Joy and Justice (pp. 116-19).




1.1.cDeliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone







3.1.a.iEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.11-12.3a)





Students will share their “Pride and Joy” moment from their Narrative Essay assignment.Students will reflect on the narrative drafting/revision/polishing process.Students will engage in discussion regarding community and development in the room.

MATERIALS Projector/Doc CamNarrative Essays in hand

Unit EvaluationsYouTube interviews: http://www.youtube.com/watch?v=j2LX8LzC9Ns


Narrative Essay Share: [40 mins]Align desks in circle, so everyone can see everyone speak.Ask students to read through their (own) entire essays once, silently.Have students highlight/mark what they think is the strongest section of their story.

- Section should be at least half a page in length, something they are proud to tell the class about.

Every student will share their “Pride and Joy” moment with the class.Each student will:

- Read their section(s)- Give a short explanation of why they chose that section- Classmates will have one minute to give positive feedback – what they connected with,

how it resonated with them, what things they liked, etc.Thank all students for sharing their stories.

---- [[Students hand in their Culminating Texts]] ----

Class Debrief: [10 minutes]What was the like for you?How does it feel to be done with this assignment?Was this process easy or difficult for you?Did you value the editing/revision process in writing your narrative?How do you feel we’ve grown as a class since Day 1?

**Comment on progression of year:This is Unit 1 of 8. We’ve been working to establish and define our identities and values in order to then take the individual and look at society. For the following units we’ll need to keep these discussions and connections in mind, but will be throwing our concepts of self into the larger context of America and what it means “Being American.” Thanks for all of your hard work throughout this first unit – I’m excited to see where we will grow from here!

TOD Unit Evaluation [10 mins]

Hook for next unit: Gatsby Interview [25 mins / remainder of class]- Interview with co-screenwriter/director of new Gatsby film, Baz Luhrmann- http://www.youtube.com/watch?v=j2LX8LzC9Ns

ONGOING ASSESSMENT Students will submit the Unit Evaluation at the end of class as the TOD.Students will give positive feedback on the “Pride and Joy” moments shared from their peers’ narratives.

http://www.youtube.com/watch?v=j2LX8LzC9Ns

http://www.youtube.com/watch?v=j2LX8LzC9Ns

PERSONAL VALUES AND IDENTITY EVALUATION-- Please complete the survey below by circling 1 through 5 (1 being Strongly Disagree, 5 Strongly Agree) --

I feel like we’ve developed a strong sense of community in this class.1 2 3 4 5I feel like there is a good balance of contribution from my peers in class discussion and activities.1 2 3 4 5I feel comfortable sharing stories about myself in this class.1 2 3 4 5I like hearing about / reading my peers’ personal stories.1 2 3 4 5I enjoy writing about myself.1 2 3 4 5The drafting/revision process of the Narrative Essay was helpful to the overall development of my narrative.1 2 3 4 5I leave most classes feeling like I’ve learned something I didn’t know about one of my peers. 1 2 3 4 5Additional Comments?

Name (optional): ______________________________________ Date: __________

PERSONAL VALUES AND IDENTITY EVALUATION-- Please complete the survey below by circling 1 – 5 (1 being Strongly Disagree, 5 Strongly Agree) --

I feel like we’ve developed a strong sense of community in this class.1 2 3 4 5I feel like there is a good balance of contribution from my peers in class discussion and activities.1 2 3 4 5I feel comfortable sharing stories about myself in this class.1 2 3 4 5I like hearing about / reading my peers’ personal stories.1 2 3 4 5I enjoy writing about myself.1 2 3 4 5The drafting/revision process of the Narrative Essay was helpful to the overall development of my narrative.1 2 3 4 5I leave most classes feeling like I’ve learned something I didn’t know about one of my peers. 1 2 3 4 5Additional Comments?

Name (optional): ______________________________________ Date: __________

NOTE TO SELF:If students aren’t required to put their names on the evaluation, how should I give them points for at least doing it? Just marking the roster when they hand it to me as they leave, so I know who at least turned them in?

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