Hook, Housekeeping & Homework Tuesday

How was your 3-day weekend?While you wait….

Quick Write: Open your composition notebook and start a new page 9/2/14. Think about and then jot down some notes about the following: 1. How has school treated you over the past 11 years? Have you had good

experiences? Bad experiences? Overall, how would you describe it? 2. What 5 words come to mind when you think about your elementary

school days?3. What 5 words come to mind when you think about your middle

school/junior high days?4. What 5 words come to mind when you think about your high school

days (9 to 11)?

Homework: Finish reading and annotating “Indian Education” by Sherman Alexis

Past, Present, Future Tuesday

• Friday: Reading and annotation of “Introduction to Students: Active Reading and the Writing Process” article

• Monday: no school

• “Indian Education” by Sherman Alexie• Background• Read and annotate

• “Indian Education” by Sherman Alexie• Small group analysis - chart notes

Creative Non-Fiction Tuesday

Standard(s) 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: you will be able to practice your active reading “Indian Education” strategies, annotating for plot events, feelings/emotions (tone), and big ideas/realizations (theme)Relevance:• By interpreting complex texts, providing evidence, and communicating ideas,

we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

Inquiry Question(s)How do our experiences shape us?What is the significance of a mentor text? What topics are best for developing and planning a work of creative nonfiction?

Instruction: Obtain I Do Tuesday• Purpose: to acquaint ourselves with some background knowledge prior to reading the text• Outcome: write/share 1 personal reaction, 1 statement of new knowledge or

1 idea or question you have based on the following information

Background on the U.S. government’s “Indian Schools”

• Beginning in the late 1800s and continuing in the 1950s, gov’t policymakers established boarding schools for Native American youth to help them assimilate into the dominant culture and thus become “civilized.”

• To this end, children were forcibly removed from their homes for long periods to separate them from native traditions.

• At the boarding schools, they were given a cursory academic education and spent most of their time studying Christian teachings and working to offset the cost of their schooling.

Background on the U.S. government’s “Indian Schools” Continued….

Tuesday

• Students were punished for speaking their own language or practicing their own religion.

• Responding to protests from the American Indian Movement in the 1970s, the government began to send fewer Native American to boarding schools and retreated from its goal of assimilation at boarding schools and at newly established reservation schools.

• Currently, gov’t funding for Native American schools remains considerably lower than for other public schools, and students often make do with inadequate and antiquated facilities, equipment and textbooks.

• US government subsidies (housing, medical, food) help Native Americans on reservations, as they do other Americans not living on reservations but who also need assistance.

Outcome Tuesday

Write• 1 personal reaction or• 1 statement of new knowledge or • 1 idea or question you have based on the background on the U.S. government’s “Indian Schools”

Stand and share

Instruction: Obtain I Do Tuesday

Purpose: to model how to read and annotate “Indian Education”Tasks:1. Have out an ARG handout2. Pre-read: annotate for title, author, publisher, purpose/text

type3. Read aloud “First Grade”4. Annotate for….• plot events• feelings/emotions • significance of section (big idea/realization)• questions, connections (text to text, to self, to world)

Outcome: Questions?

Activity: Develop & ApplyWe Do – You Do Tuesday

Purpose: to actively read “Indian Education,” annotating for plot events, feelings/emotions, and significance (realization)

Tasks:1. Read the rest of the text (Second Grade to end Post-script: Class Reunion)2. Annotate for….

• plot events• feelings/emotions • significance of section (big idea/realization)• questions, connections (text to text, to self, to world)

Outcome/DOL: Inquiry Question(s)Respond to one of the following:3. What is one experience that that stood out to you today that shaped the main

character? 4. What do you find significant so far about this mentor text (What stands out to you?

What makes it important?) 5. What does this text reveal to you at this point about topics that can be developed

into a piece of creative non-fiction?

Creative Non-Fiction Tuesday

Standard(s) 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Objective: you will be able to practice your active reading “Indian Education” strategies, annotating for plot events, feelings/emotions (tone), and big ideas/realizations (theme)Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are

not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

Inquiry Question(s) The narrator’s experiences in each grade in school are illustrated by specific incidents. Consider the following questions for tomorrow:• What do these incidents have in common? • What do they reveal about the narrator? About his schools?

Homework: If needed, finish reading and annotating “Indian Education” by Sherman Alexis

Hook, Housekeeping & Homework Wednesday• Who is this?!

Have out your annotated copy of “Indian Education” from yesterday.Be prepared to respond to one of the following Inquiry Questions:

1. What is one experience that that stood out to you yesterday that shaped the main character? 2. What do you find significant so far about this mentor text (What stands out to you? What makes

it important?) 3. What does this text reveal to you at this point about topics that can be developed into a piece

of creative non-fiction?

• Homework: Personal Memoir Brainstorming Chart

Past, Present, Future Wednesday

• “Indian Education” by Sherman Alexie• Background• Read and annotate

• “Indian Education” by Alexie• Small group analysis

• chart notes

• “Indian Education” by Sherman Alexie• Finish with Mystery Envelopes & Writing

• Next selection: “Fish Cheek”

Creative Non-Fiction Wednesday

Standard(s) 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies1. Oral Expression and Listening2. Effective collaborative groups accomplish goals

Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.

Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are not

only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

Inquiry Question(s)• How do our experiences shape us?• What is the significance of a mentor text? • What topics are best for developing and planning a work of creative nonfiction?

Instruction: ObtainI Do Wednesday

Purpose: to review the text in order to come to some conclusions about the purpose and meaning of the narrativeTasks: 1. With your partner, complete the chart for your 3 assigned

sections (grades)For example….Grade 1

Event (literal) Emotions, feelings, attitudes

Universal Issues Importance Anywhere

Realization, lesson

Narrator punches Frenchy St. John & is sent to office

Insecure/powerless AngryConfident/proud

Bullying & Poverty = stress

He is not powerless; he can fight back

Activity: Develop & ApplyWe Do - You Do Wednesday

Purpose: to review the text in order to come to some conclusions about the purpose of the narrativeTasks: 1. With your partner, complete the chart for your 3 assigned

sections (grades) – See A, B, C, D groups below• Assigned Groups with Sections/Grades:

• A = 2, 6, 10• B = 3, 7, 11• C = 4, 8, 12• D = 5, 9, PS

2. Now, you and your partner find another group (As find Bs, Cs find Ds). Then, share your chart notes with each other and fill these in.

Creative Non-Fiction Wednesday

Standard(s) 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies1. Oral Expression and Listening2. Effective collaborative groups accomplish goals

Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.

Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are

not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

Inquiry Question(s)• How do our experiences shape us?• What is the significance of a mentor text? • What topics are best for developing and planning a work of creative nonfiction?

Hook, Housekeeping & Homework Thursday

1. Grab a handout, like the one below, from the front table.2. Write your name on it and read the directions.3. Open your composition to Tuesday (9/2) & review your

responses to the 4 questions about your school experience.4. Begin to fill out your Memoir Chart (feel free to skip around)

Memoir Brainstorming Name_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DIRECTIONS: Think of at least one personal memory for all of the following time periods in your life and briefly describe it in the column on the right. Your memories can include the people in your life. After you complete this brainstorming activity, consider what you have learned or what personal realizations you may have had during/ from any of these experiences. Look for reoccurring realizations throughout your life or one significant or entertaining memory that you can elaborate on in detail. Once you’ve done this, briefly summarize the theme that you see in these experiences at the bottom of this page. Under six years old

Kindergarten

First grade

Second grade

Past, Present, Future Thursday

• “Indian Education” by Sherman Alexie• Small group analysis

• chart notes

• “Indian Education” by Sherman Alexie• Finish chart notes• Start Grab Bag & Writing

• Indian Education” by Sherman Alexie• Report Out: Mystery Envelopes & Writing

• Next selection: “Fish Cheek”

Creative Non-Fiction Thursday

Standard(s) 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies1. Oral Expression and Listening2. Effective collaborative groups accomplish goals

Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.

Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are not

only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

Inquiry Question(s)• How do our experiences shape us?• What is the significance of a mentor text? • What topics are best for developing and planning a work of creative nonfiction?

Activities: Develop & ApplyWe Do Thursday

Finish tasks from yesterday:1. You have 10 minutes to find partners to help you fill in your missing chart

sections/grades and to teach others about the information you have, too. 2. Outcome: a completed chart in order to come to conclusions about the

narrative as a wholeTasks:3. With your group, read the directions at the bottom of the chart.4. Consider the sentence starters below to get you started. 5. Write your group’s summary on one sheet with everyone’s name and turn it in! • Sherman Alexie memoir is about ------.• His purpose is to ------.• During the narrative, he shares instances of -----.• He often felt ----- because ------.• The character realizes that -----. • The effect on the reader is -----.• Overall, the narrative reveals ----.

Homework

Memoir Brainstorming Name_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DIRECTIONS: Think of at least one personal memory for all of the following time periods in your life and briefly describe it in the column on the right. Your memories can include the people in your life. After you complete this brainstorming activity, consider what you have learned or what personal realizations you may have had during/ from any of these experiences. Look for reoccurring realizations throughout your life or one significant or entertaining memory that you can elaborate on in detail. Once you’ve done this, briefly summarize the theme that you see in these experiences at the bottom of this page. Under six years old

Kindergarten

First grade

Second grade

Hook, Housekeeping & Homework Friday

While you wait, fill out and/or re-read and add to your K-11 Chart…

• Homework: Write your imitation vignette; due Monday!

Past, Present, Future Friday

• “Indian Education” by Sherman Alexie• Small group analysis – Paragraph Conclusion/Summary Turned In!

• chart notes

• “Indian Education” by Sherman Alexie• Grab Bag & Report Out• Writing

• Indian Education” by Sherman Alexie• Writing

• Next selection: “Fish Cheek”

Instruction: Obtain Friday

• Return Paragraph Conclusion/Summary from yesterday • Student Response Model

Sherman Alexie’s memoir is about his good and bad experiences as he uses his insecurities and faults to grow into a confident person. His purpose is to show how difficult situations in life can strengthen one to become a better person. During the narrative, he shares instances of strengths when he describes his high school basketball experience. Alexie misses two free throws and decides to have a positive outlook on their victory for playing against an advanced team, instead of focusing on the loss. He rebuilds himself with pride. The effect on the reader is to empower the reader that they can overcome any obstacle. Overall the narrative reveals that everyone should know who they are and to ignore discrimination in all things.

Activities: Develop & ApplyWe Do Friday

Purpose: to examine “Indian Education” as a mentor text in order to establish a list of features, strategies, and craft tools for our own written imitations.

Tasks:1. Form groups of 42. Draw a slip from the grab bag3. Discuss and record ideas4. Finalize what your will report out to the class

Outcome: Groups report out & make a class list of responses of these strategies in our own vignettes.

Activities: Develop & ApplyYou Do Friday

• Select one of your K-11 chart ideas and write it, imitating one of Alexie’s vignettes.* Include at least 3 of Alexie’s strategies. Don’t forget your vignette must also include:• universal/big idea• a personal event (what happened to you)• your feelings• what you learned (realization then or in retrospect)

* Ending with a brief paragraph, usually a single sentence, that presents an insight* Comparison/contrast within vignette (e.g. Eighth Grade)* Imagery – Dialogue* Hyperbole (exaggeration)* Irony

• the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect

• a state of affairs or an event that seems deliberately contrary to what one expects and is often amusing as a result.

* Characters and Characterization

• Homework: finish writing and bring the copy to class Monday!

Creative Non-Fiction Friday

Standard(s) Objective: you will be able to Relevance:• By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need

in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.

• Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Inquiry Question(s)How do our experiences shape us?What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? What topics are best for developing and planning a work of creative nonfiction? What genres are most appropriate?How does structure affect clarity?

How does figurative language enhance the writer’s intended meaning? In what way is the setting a significant part of a text? How might events in a story be different if the setting were different? What literary genre best fits your interest and why? What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?If you were invited to write a short story about an event in your life or that of another person, what would you write about and why? How do different genres, formats, styles, and craft techniques help readers understand author’s purpose?Who would your intended audience be for this piece of work? What role does self-reflection have in the learning and writing processes?

Academic Standards1. Oral Expression and Listening1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2. Effective collaborative groups accomplish goals 2. Reading for All Purposes1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

Coming Soon….Return “My Name” ImitationMonday Warm up – share your vignette with a partner. Can s/he identify the big idea, summarize what happened, how you felt, and what lesson you learned? What do you need to include more of? Take a few minutes to add their suggestions to your writing. Do the same for your partner. Looping Activity: Use the vignette you wrote for homework Underline the one line you like best and make it the first line of a new draft. Write it at the top of a new sheet of paper. Write for 10 minutes, expanding/developing the line. Share your writing with a partner. Together, identify the strongest/best line from this draft. Repeat the process. Then, share all three pieces of writing with another set of partners. Together, decide what pieces to use from each draft or select the draft they believe strongest/best. HOMEWORK: Edit your draft. Word process and bring final draft in tomorrow. Be sure to include universal idea, what happened, how you felt, what you learned. Also include three strategies Alexie used.Tuesday: Counselors inWednesday: Fish CheeksThursday: Fish CheeksFriday: (Guest Teacher ½) Fish Cheeks