October 3, 2014

1. ENTRY TASKS Pick up Springboard books Find new seats Check-in with outside reading book group: books and vocabulary need to be done by November 17, 2015 AGENDA Check-in, Catch up Revisit EA 1.1 Try Chrome books… Set up shared Vocabulary list with book group Start typing draft of EA 1.1 Rough Draft due Monday SPRINGBOARD My website/links Top link & class code Create profile GOOGLE Same as last year… Username rigleang000@auburn.wednet.edu First 5 of last, First 3 of first, zero, zero, zero Password Two zeros in front of SN (8 characters) 00123456 DAILY OBJECTIVES Analyze a mentor text to determine how a writer describes a multi-ethnic, multicultural heritage Review EA 1.1 Reference EA 1.1 Scorning guide Write a reflective essay explaining your cultural identity psat 10-15-14 October 3, 2014 Honors. Unit 1. Cultural Conversations.

2. ENTRY TASKS Pick up Springboard books Remember new seats? Post it: write your six-word-cultural-ID on the post it note. Kristen Lee’s example: “hip-hop loving, piano-playing diva” AGENDA You should have your best rough draft of EA 1.1 done. Editing Workshop (second, IMPROVED, draft due tomorrow) SELF EDIT Title your work: be creative Highlight your hook in yellow Underline phrases where you identify aspects of your culture. (should be several) How do they tie to your sense of cultural identity? Put a * next to the paragraph were you identify internal or external conflict and how that influences your perspective. Put a box around the paragraph where you use a metaphor to focus your essay. How can you tie the beginning and ending of your essay together? Put # next to words and phrases were you were deliberate with your syntax and diction DAILY OBJECTIVES Reference EA 1.1 Scorning guide Write a reflective essay explaining your cultural identity Produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose, and audience. psat 10-15-14 October 6, 2014 Honors. Unit 1. Cultural Conversations.

3. PEER EDIT • Read your partner’s work aloud to them. Read it AS WRITTEN. Pay attention to phrasing and punctuation. • Cross-out RIP words and words that could be more descriptive • Cross out words and phrases that repeat, are redundant, or cliché. • Identify the overall TONE of the piece. 1-2 words. • Make grammatical suggestions: for fluency and clarity. • Find and number the following. • Appositive phrase • Gerund phrase • Infinitive phrase • Participial phrase • Prepositional phrase psat 10-15-14 October 6, 2014 If missing, make a note that your partner needs to vary sentence structure. Honors. Unit 1. Cultural Conversations.

4. ENTRY TASKS • Pick up Springboard books • Remember new seats • Turn in Federal Survey Forms to basket ASAP please • AGENDA • You should have your best second draft of EA 1.1 done. • Turn in 2nd draft for teacher feedback • Washington Post article • Read the green “Parenting as a Gen Xer” article. • Annotate for examples of VOICE, CULTURAL IDENITY, and CULTURAL CONFLICT. Use three different color highlighters or three different metacognative markers. • Answer the writing prompt on a separate sheet of paper. Shoot for a response that is 4-5 paragraphs in length. • Due at the end of class today! • FINAL copy of EA 1.1. Due Thursday, October 9that the start of class –print it before the bell! • typed, TNR, 12 pt font, 1.5-double spaced, 2 page max • Staple ALL drafts to back of final document • You will also need to mark the rubric, create a cover page and briefly answer the two reflection questions on page 45 • (We’ll go over the rubric and reflection Wednesday) DAILY OBJECTIVES Reference EA 1.1 Scorning guide Write a reflective essay explaining your cultural identity Produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose, and audience. psat 10-15-14 next Wednesday! October 7, 2014 Honors. Unit 1. Cultural Conversations.

5. ENTRY TASKS • Pick up Springboard books • Turn in Federal Survey Forms to basket ASAP • AGENDA • Chrome Books (try, try again) • Prepare final draft of EA 1.1 Due TOMORROW • at the start of class –print it before the bell! • typed, TNR, 12 pt font, 1.5-double spaced, 2 page max • Staple ALL drafts to back of final document • You will also need to mark the rubric, create a cover page and briefly answer the two reflection questions on page 45 • (We’ll go over the rubric and reflection Wednesday) • Create title page and answer reflection questions in Google docs: • TNR, 12 pt, SINGLE SPACED DAILY OBJECTIVES Prep EA 1.1 psat 10-15-14 next Wednesday! October 8, 2014 Angela Rigley Mexican-American Dancing Divia Embedded Assessment 1.1 Honors LA10 p2 October 8, 2014 Reflection: 1¶ Which aspects of your cultural identity were you already… 1¶ What are some of the different cultural heritages… • Log-in to Springboard • Take practice Exam • Remaining class to be used to • Work on outside reading • Create shared vocab list with group • Type EA 1.1 • Take online practice SAT on career center website (bottom of home page) Honors. Unit 1. Cultural Conversations.

6. ENTRY TASKS • Pick up Springboard books • Turn in Federal Survey Forms to basket ASAP • AGENDA • Chrome Books (try, try again) • Prepare final draft of EA 1.1 Due TOMORROW • at the start of class –print it before the bell! • typed, TNR, 12 pt font, 1.5-double spaced, 2 page max • Staple ALL drafts to back of final document • You will also need to mark the rubric, create a cover page and briefly answer the two reflection questions on page 45 • (We’ll go over the rubric and reflection Wednesday) • Create title page and answer reflection questions in Google docs: • TNR, 12 pt, SINGLE SPACED DAILY OBJECTIVES Prep EA 1.1 psat 10-15-14 next Wednesday! October 8, 2014 Angela Rigley Mexican-American Dancing Divia Embedded Assessment 1.1 Honors LA10 p2 October 8, 2014 Reflection: 1¶ Which aspects of your cultural identity were you already… 1¶ What are some of the different cultural heritages… • Log-in to Springboard • Take practice Exam • Remaining class to be used to • Work on outside reading • Create shared vocab list with group • Type EA 1.1 • Take online practice SAT on career center website (bottom of home page) Honors. Unit 1. Cultural Conversations.

7. Wear purple THURSDAY psat tomorrow Test 8:05-11:20 Bring your outside reading book in case you finish early! 11:20 First lunch or first period All 6 classes meet tomorrow ENTRY TASKS No Springboard books P2 Turn in Federal Survey Forms to basket ASAP please AGENDA Continue and finish Crash. October 14, 2014 Honors. Unit 1. Cultural Conversations.

8. The idea: “When hurtful stereotypes and ignorant prejudices collide, a major accident is bound to ensue. Mao once said, ‘Without destruction there can be no construction.’ I interpret this to mean that in order to construct (or re-construct), a positive deconstruction is sometimes necessary first. Crash is layered enough to do that and much more. If you have a class of English students that seem open to receiving pop-cultural topics for writing and discussion subject-matter, you might have some success with this piece.” –Lee Hobbs The purpose: Already this year, we’ve read and discussed various multi-cultural issues that have asked us to put ourselves in others’ shoes, to walk the walk of people in a different place and time than ourselves. In doing that, we’ve found themes that transcend culture and time. I hope that the movie Crash (although altered from its original version) helped bring those same issues to a modern-day America where we can examine and challenge our beliefs, our society, and ourselves from where we are today. The hope: In order to be most effective in our discussions and reflections, we need to maintain an academic maturity and sensitivity when sharing our views and listening to others. I know you can chose your words carefully, respect differences, and listen with an open mind. Please remember this as we ask and answer important questions.

9. Tom Christine Rick John Grahm Jean Anthony (& Peter) Take a minute with your table group and ask clarifying questions. Make connections among the characters. How do each of the characters demonstrate an internal and external cultural conflict? What evidence is there for WHY they are WHO they are? What are the catalysts for change? Why is the film titled Crash? Is there a literal reason and a metaphorical reason for the title? Please explain. Throughout the film, the director focuses on stop signs and stop lights multiple times. Why do you think this is? What social issues or social problems did you identify in Crash? How were they represented? Which stereotypes does this film challenge? How? Which character(s) did you identify/agree with most? Why? Who are the protagonists in this film? Why would you qualify them as the “good guys”? Farhad

10. ENTRY TASKS You do NOT need your books today Move desks in a circle and find a seat You will need the responses that you wrote yesterday AGENDA Crash Socratic Seminar Staple blue paper to yesterday’s responses Turn it in at the end of class DAILY OBJECTIVES 1. Present information, findings, and supporting evidence such that listeners can follow a line of reasoning and organization and style appropriate to the task. Homecoming Spirit Next Week Monday: PJ/Seattle Sports Tuesday: Flannel/Western wear Wednesday: Pink-out Thursday: Color War Friday: Twinning October 16, 2014 Honors. Unit 1. Cultural Conversations.

11. ENTRY TASKS • Pick up Springboard books • Turn in Federal Survey forms: Abby, Taivin, Grace, Solomiya, Nicole, Diana, Yeh-Sun, Mikhaela, Alex • AGENDA • Start second half of unit one [PAGE 47] • Essential Questions • How do cultural experiences shape, impact, or influence our identity and perceptions? • How do we synthesize multiple sources of information into a cohesive argument? • Unpack EA 1.2 [PAGE 85] • Graphic Organizer on poster: winner will be displayed • Deconstructing a writing prompt [PAGE 48] • Subject • Speaker • Type of Essay • Task • Hints DAILY OBJECTIVES Identify the knowledge and skills needed to completed Embedded Assessment 1.2 successfully Deconstruct a writing prompt Homecoming Spirit Next Week Monday: PJ/Seattle Sports Tuesday: Flannel/Western wear Wednesday: Pink-out Thursday: Color War Friday: Twinning October 16, 2014 write Collaborate EA 1.2 with peers an essay LA10. Unit 1. Cultural Conversations.

12. Skills –what you’ll do Knowledge –what you need to know

14. ENTRY TASKS • Grab Springboard book • You’ll need a highlighter • On post-it: Recall a time you found yourself in a completely new environment (ie travel, new community/school). What was it like? What images (sight, sound, touch, taste, smell) do you remember? Briefly describe how you felt. Were you uncomfortable? Disappointed? Overwhelmed? • AGENDA • Unpack writing prompts [pg 48] • Subject • Speaker • Type of Essay • Task • Hints • Vocabulary 1.2 • Figurative Language • Allusion • Imagery/Images • Denotation • Connotation • When Worlds Collide [pg 50] DAILY OBJECTIVES 1. Present information, findings, and supporting evidence such that listeners can follow a line of reasoning and organization and style appropriate to the task. Homecoming Spirit Week Monday: PJ/Seattle Sports Tuesday: Flannel/Western wear Wednesday: Pink-out Thursday: Color War Friday: Twinning Your assignment is to synthesize at least three to five sources and your own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream. This question requires you to integrate a variety of sources (3–5) into a coherent, well-written argumentative essay. Your argument should be central; the sources and your observations should support this argument. October 19, 2014 Honors. Unit 1. Cultural Conversations.

15. ENTRY TASKS • Grab Springboard book • On the back of your image from “Worlds Collide” • Identify how Iyer juxtaposes 1) images of wealth and success vs images of struggling to achieve (in paragraph two) and 2) the expectation of freedom from a police state vs the reality of cultural restrictions (in paragraph five). • Write a response to the prompt on page 52: To what extent does one’s background affect his or her perception of a given situation? For example: • The new arrivals to America in Pico Iyer’s “Where Worlds Collide” are less affected by their new surroundings than they are by their own expectations of the land and promise that awaits them. Iyer describes the “unending cacophony” (p6) of sounds and the “opportunities [that] are swirling dizzily, promiscuously” (p2) within the newcomers’ vision. Even so, the barrage of colors and noise do not suggest that they are going any where but the “Land of Opportunity,” a phrase whose idea is repeated at least four times. This allusion to the “Promised Land,” (p1) a biblical place that beckoned God’s chosen people, is synonymous with America, and is referenced as a new life they can “claim” in the “The City of Angels.” So in spite of images of overwhelming transportation options (p2), overpriced snacks (p4), and overzealous sales pitches (p2), the new arrivals “await” something; their expectations of the opportunities are not even squelched as they move into their new home. Iyer’s piece strongly suggests that expectations are a part of one’s background, and in this case, expectations are enough to hide otherwise daunting visions from one’s experience. • AGENDA • Pico Iyer "Where is Home?"TEDtalk (14 minutes) • The Colon: vs. The Semicolon; Please turn in Federal Survey forms: Taivin, Grace, Solomiya, Diana, Yeh-Sun, Mikhaela, Alex Homecoming Spirit Week Wednesday: Pink-out Thursday: Color War Sophomores Wear WHITE Friday: Twinning October 22, 2014 Honors. Unit 1. Cultural Conversations.

16. ENTRY TASKS • You do NOT need Springboard books today. • AGENDA • TED talks –synthesis • Be prepared to write a claim statement that identifies the thematic connection among the speakers’ messages. • Site 1-2 examples from at least three different clips. • Brain Magic • How to Live Before you Die • The Puzzle of Motivation • Why we do what we do • How I Held My Breath DAILY OBJECTIVE Analyze the structure of a text to explain how the author unfolds a series of ideas for effect. October 22, 2014 LA10. Unit 1. Cultural Conversations.

17. ENTRY TASKS • Pick up Springboard books • AGENDA • Page 53: Highlight and identify symbols, imagery, and figurative languagein the poem. • Connotation • Denotation • Sight, Sound, Touch, Taste, Smell • Metaphor • Anaphora • Personification • Underline lines that you think are important in establishing the meaning of quilts to the speaker. • How do the pieces of the quilt embody cultural heritage? • “wedding organdies, velvets,” “Michigan spring faced curtain pieces,” “father’s Santa Fe work shirt,” “summer denims,” and “somber black silk” are all expressive of the family heritage. • In line 22, what image does the verb “galloping” create? • What truth (about life) is presented in Acosta’s poem? • SIFT strategy [pg 56] • As a table, write an interpretive thesis for the poem. Use T.A.G. and identify the tone/theme of the piece. DAILY OBJECTIVE Analyze a poem for the author’s use of literary devices to explain how specific stylistic choices support the develop-ment of tone and theme. October 23, 2014 LA10. Unit 1. Cultural Conversations.

18. How to parents influence your perspectives on your individual 1. values2. beliefs3. acceptable behaviorsand 4. socially constructed ideas (religion, politics, success)

19. ENTRY TASKS • Pick up Springboard books • Friday’s agenda • Page 53: Highlight and identify symbols, imagery, and figurative languagein the poem. • Connotation • Denotation • Sight, Sound, Touch, Taste, Smell • Metaphor • Anaphora • SIFT strategy [pg 56] • As a group, write an interpretive thesis for the poem. • Monday’s agenda • Revisit the text you have read in this unit. In addition to My Mother Pieced Quilts, chose at least one other text that would serve as good evidence to the support a response to the following question: • How do writers use symbolism to convey theme? • Write a thesis statement for your essay responding to the question • Outline your response (look through text to find examples, organize examples in groups, annotate with reflective commentary CM,etc) • Write a multi-paragraph essay. Use TLQ, specific text references (CD), and thoughtful analysis (CM) • Due at the end of class today. Please turn in Federal Survey forms: Taivin, Solomiya, Diana, Yeh-Sun, Mikhaela, Alex DAILY OBJECTIVE Analyze a poem for the author’s use of literary devices to explain how specific stylistic choices support the develop-ment of tone and theme. Develop strategies for organizing ideas. October 27, 2014 LA10. Unit 1. Cultural Conversations.

20. ENTRY TASKS • Pick up Springboard books • agenda • Today will help you prepare for EA 1.2 by • Giving you an opportunity to synthesis ideas about a text • Introducing the idea of claims and counterclaims • Work with your table group on assigned passage from Everyday Use by Alice Walker [pg 58-65] • Use the “key ideas and details” to identify specific textual details in your passage • SIFT your passage to identify tone conveyed through figures of speech. • Pay attention to the author’s development of TONE (mood, emotion) and THEME (comment on ‘life’) • Silently read your passage –you may need to read a little before/after it to get context. • Decide, plan, and practice as a group how you will present your passage to the class. You will need to present the text as well as convey the tone and theme. Take turns reading, read/perform, turn it into a script, etc. Be ready to present tomorrow. We are AR shirts: Thursday Orange and Black: Friday DAILY OBJECTIVE Analyze a work of fiction to determine and explain the theme of the work. Compare and contrast how different authors explore similar subjects and themes. Please turn in Federal Survey forms today: Taivin, Solomiya, Diana, Yeh-Sun, Mikhaela, Alex October 28, 2014 LA10. Unit 1. Cultural Conversations.

21. Entry tasks • Pick up Springboard books • Distribute papers under one of your seats • agenda • Go over EA 1.1 • Observations • Opportunities • Edit workshops & teacher feedback • If you turned it in on time (no clock stamp) you can rewrite it one time. • 10% grade improvement. • Rewrite Requirements due Friday by 2:35PM • New and improved copy and cover page (on top) • Highlight all changes made on new copy • Attach original final draft, cover page, and rubric • Include a 1 page, typed, double spaced reflection: • Identify elements of the rubric that you targeted for improvement –give specific examples. In what ways is your new and improved copy stronger than your last draft? • Reflect on what you have learned about yourself as a writer. • What did you learn from this writing experience that you could use in the future? • With your table group, present assigned passage from Everyday Use by Alice Walker [pg 58-65] • SIFT Everyday Use on page 66 so we can compare and contrast Acosta and Walker’s perspective on similar subjects and themes. DAILY OBJECTIVE Analyze a work of fiction to determine and explain the theme of the work. Compare and contrast how different authors explore similar subjects and themes. Remember to check class website for information and resources. October 29, 2014 Tomorrow: We are AR Friday: Orange is the new Black LA10. Unit 1. Cultural Conversations.