Unit 1:The Art of Story-Telling

1. Unit 1:The Art of Story-Telling from here to there

2. Today’s Goals English 1: Honors Explore the topics, standards, and essential question to our first unit Take a pre-assessment • Set up our binders for English 1 • Explore the topic, standards, and essential questions to our first unit • Take a pre-assessment Today’s Focus Questions: • What topics will we going to cover in Unit 1? • What will I be expected to do by the end of the unit? • How does this unit relate to the real world? • What do I already know about this unit?

3. How to Organizer your English Binder (worksheet) • Don’t loose this worksheet! • It will be important for you to have as the year goes on • And in case you forget, lose, or get out of order your binder This Photo by Unknown Author is licensed under CC BY-SA

4. English 1 Binder Organization • Last name, First name along binder spine (If your binder is black, I will fix it later) • Inside your first page, will be your binder belongs to page. Write your first and last name. • On the back, fill in your goals for English 1, Grimsley, and one personal goal. This Photo by Unknown Author is licensed under CC BY-NC-ND

5. English 1 Binder goals • EXAMPLE • English 1 Goal: I want to make at least a B in English 1. • Steps: 1. I have to pay attention in class (stop sleeping) • 2. I need to study for tests and quizzes • 3. I need to turn in my homework on time • Grimsley Goal: I want to be more involved at school. • Steps 1. I will attend at least 2 football games this year • 2. I will join a club • I will go to one dance • Personal Goal: I want to stop getting into fights • Step 1: when I am angry, instead of yelling, I will take a deep breath first • Step 2: If possible, I will ask to excuse myself so I can calm down • Step 3: I will not confront the person who made me angry, I will notify a teacher This Photo by Unknown Author is licensed under CC BY-NC-SA

6. Divider # 1: Class Info • Your syllabus • Unit Overview worksheets • and any classroom procedural documents should be in here This Photo by Unknown Author is licensed under CC BY-SA

7. Divider #2: Results • This is where you will store important scores • You will have your Result sheets in here • You will also store any post-test data sheets • Your binder Check sheets will be after that • Result sheets: • whenever you take any kind of assessment (quiz, pre-test, summative, project, etc.) you are to record your results on this slip of paper, here • Be sure to circle your feelings! How did it go? This Photo by Unknown Author is licensed under CC BY-NC-ND

8. Divider #3: Grammar • In this section, I want you to include all of your grammar warm-ups. • You will need to put them in the order that they are given to you. • That is, the first assignment you received should go on top, and the most recent, at the back. • Your binder check sheets will remind you This Photo by Unknown Author is licensed under CC BY-SA

9. Divider 4: Notes • For this section, include any notes taken during class • This could be : • teacher led (fill in the blank) • student copy (take your own notes from PowerPoint) • handouts (teacher freebies) • or notes from out of the book. This Photo by Unknown Author is licensed under CC BY-NC-SA

10. Divider #5: Assignments • Any Classwork/Homework assignment should go here. • You will know what order they should go in when you receive your binder check slips. • Be sure they are complete! This Photo by Unknown Author is licensed under CC BY

11. Questions? • Remember, • I’ll be keeping a classroom notebook which will appear the way should be keeping yours together • Your assignments should be complete; the classroom notebook will not be • ASK!

12. Unit 1 Overview What will I be expected to do by the end of the unit? How does this unit relate to the real world?

13. Narrative Text: The Art of Storytelling From Here to There • “It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story.” ― Patrick Rothfuss, The Name of the Wind •  We are surrounded by stories in our everyday lives, whether the headline in the news, the conversation in the hallways, or the songs jamming in our earbuds. This unit will introduce learners to the many facets of the world of stories through active listening, critical viewing, and close reading. We will challenge our perceptions of what makes up a story by delving into genre and its particulars, touching upon such topics as folklore, flash fiction, short stories, articles, memoirs, and film. Students will examine and analyze a variety of stories from perspectives and cultural experiences from outside of the United States in order to raise global awareness. Through this unit, students will combine their understanding of genre and culture to create their own stories using effective techniques. Ultimately, students will begin to break down stereotypes, cultivate empathy, and become mindful of the connectivity between stories and people who are different from us. • In one sentence of your own words, state what this unit is about:

14. What are these standards asking you do to? Standards Why might this be an important skill to learn? RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

15. What we are focused on this Unit • What does the “W” stand for? • What is a narrative?

16. More on Writing Standard • Organize information and ideas around a topic to plan and prepare to write. . • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. F • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. • Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

17. Highlighters? • On the back page, highlight or circle things you believe you already know. • In another color, highlight or box the things you are most interested in learning. • Try to do this for each section

18. Essential Questions… what is it? • “An essential question is any question requiring one of the following thought processes: • a question which requires the student to develop a plan or course of action. • a question that requires the student to make a decision. • [They] are powerful, directive and commit students to the process of critical thinking through inquiry. • Answers to essential questions are a direct measure of student understanding.” • Thus, they will not be simple “yes/no” or definition type questions. • They will be opinion-based, deep-thinking, require research, and critical thinking skills. Source: https://www.robeson.k12.nc.us/cms/lib/NC01000307/Centricity/Domain/3916/Writing%20Essential%20Questions.pdf

19. Unit 1 Essential Questions: • Why is storytelling an important aspect of a culture or society? • How can we use narratives to understand ourselves, others, and the world?

20. Core Vocabulary • Again, no real vocab tests… BUT: • You will be expected to be able to read a question using these vocab words and understand what it is asking. • Example: In the following story, how does the author’s tone contribute to the theme of acceptance? • Example: How does the Folk Tale genre enhance the story’s tension?

21. Focus Questions • These questions are sub questions of our essential questions. • By tackling these, we can get at the art of the others. • These smaller questions will be put into the PowerPoints everyday so you know exactly what you should know by the end of the lesson. This Photo by Unknown Author is licensed under CC BY-NC-SA

22. Student Outcomes • These are the specific things you will be able to do by the end of this unit. • use reading strategies to help comprehend what is read • read, identify, understand, and analyze the elements of a story • identify conflict within a plot and pull out text that shows these conflicts exist • make references to passages and events from a text to prove what the text is saying as well as any inferences I draw • write my own story using logical sequence of events and follow the constraints of a genre

23. Enduring Understandings • These are the concepts I want you to take with you for the real-world • This is the WHY to the WHAT • We tell stories to communicate what is important to us • Literary elements work together to convey themes and central ideas in text • Reading stories can be a means of self-discovery • Good stories engage the reader with a smooth progression of events, with purposeful dialogue and with vivid details • Similar stories can be expressed in different genres to convey different themes/ central ideas

24. Pre-Assessment/ Pre-test for Unit 1 What do I already know about this unit?

25. What do you mean a TEST? • Ahhh! We just got back from vacation! • Why are we taking a test already?  • I don’t know anything! • I don’t remember anything! • …calm down… let me explain. This Photo by Unknown Author is licensed under CC BY-NC-ND

26. Why? • This assessment will: • Determine if what is being covered in the unit is already mastered, and allow the teacher to remove, reduce, add, or individualize instructions. • aka give you LESS notes, LESS review work, and MORE time towards learning • Measure true learning by comparing scores to the summative assessment to determine growth • aka help you SEE your own strengths and weakness so you’re no longer just “bad at English” or “bad at reading” • provide students with a “preview” of the unit’s expectations • aka figure out what we’re learning in the unit, and maybe see similar questions on the summative test… • spark new ideas for lessons to cover any knowledge gaps we come across • aka you guys understand concept A, and mostly B, so let’s do C that’s really fun since we’ve mastered A and are just reviewing B.

27. What? How? English 1 • Take the test in class • 30 questions • MC, diagram, Matching • You have today AND tomorrow to finish • It will count towards your grade • But it WILL NOT hurt your grade • I want you to try your best • But I don’t expect perfection • I need to know what you know! • We will go over results • As a class, tomorrow Test yourself!