Lesson Plans Full

Unit 1: Personal Values and Identity Jake Pappas Dr.
Pamela Coke EDUC 463: Methods for Teaching Language Arts 18 December 2013
LESSON
Day 1 08/19/2013 Monday 52 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 2.1.c.i Analyze 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.a Apply 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.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.vi Use 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)
STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME
DESCRIPTION OF THE CLASS
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam for examples and reflection questions 8.5x11 printer paper for Six Word Memoirs Dark markers for pages 52 minutes
PURPOSE OF ACTIVITY / GOALS
MATERIALS
PROCEDURES
Introduction: [5 mins]
Introduce myself: where Im from, why Im teaching, what Im 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). Were going to be doing a short activity that will highlight the importance of words and telling our stories. -
Six Word Memoirs [40 mins]

Today, were 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? - Whats something you didnt think youd have in common with someones 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, Ultima

Explain 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 SCHEDULE BOOKMARK

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)


LESSON
Day 2 08/21/2013 Wednesday 94 minute class period 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam Values pages to tape up around the room, all 54 (attached) Journals for warm up Syllabi (attached) Reflection questions emailed/posted online 94 minutes
MATERIALS
PROCEDURES
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 youve 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 youve 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 weve got a good idea of what you all think a good team might consist of, lets look at how our own classroom is goin g 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? Lets set some expectations? *Transition: Now that you all have an idea of what Im expecting from you all this year, lets 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 well 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: Im 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 were doing this? ( Connect to overarching concept: Defining self to look at American culture were 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 its 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 Composition Fossil Ridge High School 2013 2014 Credits: 10 Prerequisites: World Literature and Composition Instructor: Mr. Jake Pappas Room: XYZ Wing, Room 123 Office Hours: Periods 1 and 5, Tuesday/Thursday; 8:00-10:00 p.m. Monday/Wednesday on GoogleChat; and by appointment. Office Phone: (970) 488-6260 Email: pappas25@gmail.com GoogleChat: pappas25 Welcome to US Literature and Composition! My names 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 courses 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 Concept What 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 Description American 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 Setup Unit 1: Personal Values and Identity Unit 2: Voices of the American Dream Unit 3: Powers of Persuasion Unit 4: American Forums -- The Marketplace of Ideas Unit 5: The Ethics of "Being American" Unit 6: The American Future Panem
Unit 7: Book Groups -- An American Journey Unit 8: The Pursuit of Happiness
Common Core State Standards: Grade 11

Reading, Writing and Communicating
1. Oral Expression and Listening 1. Verbal and nonverbal cues impact the intent of communication 2. Validity of a message is determined by its accuracy and relevance 2. Reading for All Purposes 1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning 2. Ideas synthesized from informational texts serve a specific purpose 3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience 2. Elements of informational and persuasive texts can be refined to inform or influence an audience 3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity 4. Research and Reasoning 1. Self-designed research provides insightful information, conclusions, and possible solutions 2. Complex situations require critical thinking across multiple disciplines 3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence Required Texts Bless Me, Ultima Rudolfo Anaya The Crucible Arthur Miller The Perks of Being a Wallflower Stephen Chbosky Into the Wild Jon Krakauer Book Club Texts (One of the five): On the Road Jack Kerouac Their Eyes Were Watching God Zora Neale Hurst The Surrendered Chang-Rae Lee The Great Gatsby F. Scott Fitzgerald 9/11 Commission Report The Hunger Games Suzanne Collins
The Twelve Tribes of Hattie Anaya Mathis The House on Mango Street Sandra Cisneros
Course Requirements and Weight 1. 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 days 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 days 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. Grading 98-100 = A+; 93-97 = A; 90-92 = A78-79 = C+; 73-77 = C; 70-72 = C0-59 = F
88-89 = B+; 83-87 = B; 80-82 = B68-69 = D+; 63-67 = D; 60-62 = D-
Make-Up Work Full 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 utensil Note-taking material Texts (specific to unit and time needed) Journals Reading Notebooks Academic Integrity This 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 Cokes EDUC463 Course Description
Please detach the last page of this syllabus and return it on Friday, August 23 rd, 2013.
5863 US Literature and Composition 2013 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 _____________________________________________ Parent/Guardian Signature
_____________________ Date _____________________ 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): _________________________ __________________________ o Email Address: _________________________ _____________________ Best time to Call:
Please feel free to contact me with any questions, concerns, and/or comments.
Day 3: 23 August 2013 Period 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 1112 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 authors 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.d Develop 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 Antonios/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 authors voice coming through with strength? Closure: As you read throughout the class text, its the expectation that youre 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. Its the expectation that youre 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? 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 date o 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 Women
Kelly Norman Ellis
I was raised by Chitterling eating Vegetarian cooking Cornbread so good you want to lay down and die baking "Go on baby, get yoself a plate" Kind of Women. Some thick haired Angela Davis afro styling "Girl, lay back and let me scratch yo head" Sorta Women. Some big legged High yellow, mocha brown Hip shaking Miniskirt wearing Hip huggers hugging Daring debutantes Groovin "I know I look good" Type of Women. Some tea sipping White glove wearing Got married too soon Divorced
in just the nick of time "Better say yes maam to me" Type of sisters. Some fingerpopping Boogaloo dancing Say it loud Im black and Im proud James Brown listening "Go on girl shake that thing" Kind of Sisters. Some face slapping Hands on hips "Don't mess with me, Pack your bags and get the hell out of my house" Sorta women Some PhD toten Poetry writing Portrait painting "I'll see you in court" World traveling Stand back, I'm creating Type of queens I was raised by women
Sample #2: Guided Practice Name: ____________________________ Period: ______ Date: ___________________
MUSIC
By Shona Curtis
I was raised by smooth jazz Make you want to sit down and Cry kind of music Some move your feet and shake Those hips feel like you dancin Down the streets of Argentina Kind of music Some hip hop and you dont stop Movin to those beats that feel the energy Comin out of the radio Kind of music Some hit right where you need it soul Music make you think of the old days When that was all we had Kind of music Some jump up and down slame to The beat of the rock Kind of music Some poppin pop grab your Best friend and put on your Favorite costume and dance Kind of music. I was raised by music.
Sample #3: Independent Practice
Raised
By Anaih Rhodes
I was raised by a lovin Church goin, home cookin, belt whoppin, Non-stop children bearin, Money arguin, Youre 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, dont 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 race Everyone 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 crazy Type of runnin. Raised
Mr. Pappas US 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 weve establish how to annotate narrative writing, and what to specifically look for, its 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 weve 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 youve lived, memories, etc. Well 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 dont 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 weve 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 youd 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 didnt? 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-Assessment Self Instructor ____ ____ ____ ____ ____ / 4 ____ / 12 ____ / 6 ____ / 4 Assignment is at least one page, singled-spaced, 12 point font, in length. (4) Include at least six specific references to your upbringing. (2 for each) Poem flows well and is read out loud with practiced precision. (6) All reflective questions are answered thoroughly and attached to piece. (1 for each)
TOTAL ____ ____ / 26
Day 4: UbD Lesson Plan Template

Client Organization: FRHS Telephone: Main Contact: JAKE PAPPAS Email Address: pappas25@gmail.com
Date: 08/26/2013 DAY
VITAL INFORMATION
Author *Subject(s) Topic or Unit of Study *Grade/Level *Summary Jake Pappas US Literature and Composition Unit1: Personal Values and Identity 11 I Was Raised By poems are due Read-Around for poems Ticket Out the Door reflection
STANDARDS
*Standards 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors 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. (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 Understandings Overarching Understanding Related Misconceptions 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. 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 dont build communities instead of working on academics. We build communities while we work on academics (15). 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? Students 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. 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.
Essential Questions
Knowledge
Skills
UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED: STAGE 2: Assessment Evidence
Performance Task Description:

Goal Building classroom community. Audience Instructor and peers. Situation First unit of the year, 4th day of class. Product/Performance Students will present their poems (see Assignment Sheet) in groups with Read-Around activity (Christensen 69). Standards See above
UBD (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:
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. Where are your students headed? Where have they been? How will you make sure the students know where they are going? 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 Students will be writing questions and positive notes of will you guide them in rehearsing, revising, and refining feedback for each speaker in the session, and then will their work? 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 Students have been given a broad assignment to plan to optimize the engagement and effectiveness of ALL complete, so wont feel restricted by mechanics and students, without compromising the goals of the unit? 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, and the 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 writers poem. 3. Ask students to write authors 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 writers content - To their style of writing NOTE TO SELF: - Share a memory that surfaced for you - As writer reads, write down lines, ideas, words, phrases that you liked Need to devote more time 5. After student reads piece, ask class to orally respond with a few short to this activity? Like a comments. block period? I want all 6. After all students have read, students hand each other their comment slips students to hear everyones poems and Reflection Ticket Out the Door [10 mins] have time to properly, but Students will turn in responses as they leave. Post prompt on Doc Cam / Projector: worried about time What is one classmates story that stuck out to you? Why? restraints. What did you enjoy about listening to your classmates responses? Whats one thing you learned about a classmate in this room? Whats something you wanted to say but didnt?
LESSON
Day 5 08/28/2013 Wednesday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 2.1.c.i Analyze 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.i Cite 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) 2.3.a Apply 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.vi Use 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)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam Whiteboard/markers Paper slips in 8 different colors 94 minutes
MATERIALS
PROCEDURES
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 Antonios development as a character in the novel at this point? How is this affected by setting? How does his grandmothers 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 individuals 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 ones p osition 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 theyre 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? Whats 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.
THE BIG 8 IDENTITIES

Socialization: Identity:
The Big 8
Identity Broad Definition Whats mine?
Ability
Age
Ethnicity
Gender/Sex
Race
Religion / Spirituality
Sexual Orientation
Socioeconomic Class
LESSON
Day 6 08/30/2013 Friday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors c hoices 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 Students will understand whats being asked of them in the Narrative Essay assignment. Students will support claims from Chapters 10-11 with textual evidence and personal connection. Projector/Doc Cam Narrative Essay Assignment Sheet Ticket in the Door (for Socratic Seminar) due next class 94 minutes
MATERIALS
PROCEDURES
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, were 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 theyre 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 anything Whats 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 classs Socratic Seminar.
Mr. Pappas US Literature and Composition Period 6
Narrative Essay Assignment Sheet

DUE: 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 weve 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 wed 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 whats 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 dont 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 writers 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 ____ ____ ____ ____ ____ ____ [9] ____ ____ ____ 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 writers 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.
____ 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

Bless Me, Ultima Rudolfo Anaya
[[DUE: Wednesday, 09/04/2013]] Name: ____________________________
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 Wednesdays 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 Gabrel and Maras attitudes regarding the process of growing up relate to
Antonios 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?
LESSON
Day 7 09/04/2013 Wednesday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam TID for Seminar Paper for TOD 94 minutes Check Ticket In the Door as students come in. - If students didnt complete TID, they will not be awarded that half of the points for the Seminar, but will still allowed to participate in the discussion.
MATERIALS
PROCEDURES
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 about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view. The group conversation assists participants in constructing meaning through disciplined analysis, interpretation, listening, and participation (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 its been awhile since we established our classroom guidelines regarding discussions and participation, so lets 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 wont 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 dont know the answer to, your responses (even if you dont 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 Gabrel and Maras attitudes regarding the process of growing up relate to Antonios 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) - Whats one thing you didnt get to say today that you wished you could have? - What didnt you like about this activity? - Do you think there was an even distribution of air time? (This isnt a question t o bash on someone else) - Whats one major lesson/connection youre 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 ADAPTATION 09/04/2013 Wednesday 94 minute class period Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 For an ADAPTATION, Friday, 08/30 was a HEAT DAY and that content will have to be combined with todays content.
PROCEDURES
94 minutes
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 Seminar Talk 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 Gabrel and Maras attitudes regarding the process of growing up relate to Antonios 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 about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view. The group conversation assists participants in constructing meaning through disciplined analysis, interpretation, listening, and participation (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 its been awhile since we established our classroom guidelines regarding discussions and participation, so lets 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:
All chairs touching, in circle We wont 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 dont know the answer to, your responses (even if you dont 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 Gabrel and Maras attitudes regarding the process of growing up relate to Antonios 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) - Whats one thing you didnt get to say today that you wished you could have? - What didnt you like about this activity? - Do you think there was an even distribution of air time? (This isnt a question t o bash on someone else) - Whats one major lesson/connection youre 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.
LESSON
Day 8 09/06/2013 Friday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4) 2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5) 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.d Develop 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)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Whiteboard/Projector Journals Outlines Peer editing half sheet Colorful Writing examples 94 minutes
MATERIALS
PROCEDURES
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 theyre 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 youre 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 weve spent a good amount of time on thinking of ways to improve our Narrative Essays, lets 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. NOTE TO SELF: Examples could be: Need to find except - White in White Oleander from White Oleander - The fall scene in The Perks of Being A Wallflower p. 29 or another piece to Prewriting: Think of ten to fifteen colors: orange, yellow, white, sample. blue, teal, aquamarine, maroon, magenta Choose one: orange Things that are orange: pumpkins, harvest moons, candy corn, oranges, orange juice, fire, leaves, zinnias Drafting: 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 Zinnias Revising: 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) Lexis example Students share out to class where possible. Share positive feedback with class. Closure: Itll 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 fathers hands as he fixed your treehouse. There are a number of ways to incorporate this colourful writing into your narrative even when youre not strictly depicting colors!
TOD Journal Prompt: [10 mins]

Think about your ideas youve 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.
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 RESPONSE

Your Name: ____________________________________________ Your Partners Name: ____________________________________ 1. Read through your peers outline in full. Do not mark anything. 2. Answer: In your own words, what is your peers story about? What is something that you are confused about with your peers outline? What is one point of interest youre seeing with your peers narrative? Date: _____________ Period: ___________
NOTE TO SELF: Whats the best way to format this? Partners name vs. your name vs. peer editors name? The feedback should go back to the person, but how should you indicate that? See references.
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 RESPONSE

Your Name: ____________________________________________ Your Partners Name: ____________________________________ 1. Read through your peers outline in full. Do not mark anything. 2. Answer: In your own words, what is your peers story about? What is something that you are confused about with your peers outline? What is one point of interest youre seeing with your peers narrative? Date: _____________ Period: ___________
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.
OCTOBERS ORANGE EYES

By 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 9 09/09/2013 52 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4) 2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5) 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) 3.3.d Develop 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)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam Copy of Draft One for revisions and edits Paper for workshop feedback and TOD 52 minutes
MATERIALS
PROCEDURES
Warm Up Discussion: [5 mins]

What worked well with the last workshop session? Whats something we could include or work on for today? Hows 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 Antonios religious beliefs? How will this influence his characters 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 Wednesdays 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.
LESSON
Day 10 09/11/2013 Wednesday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 1.2.a.i Come 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.iii Analyze the impact of the authors 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4) 2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5) 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.d Develop 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)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam TWO copies of Second Draft (one for student, one for editor) 94 minutes
MATERIALS
PROCEDURES
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 characters 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: Rapunzel Resides 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 WRITING

Your name: ____________________ Partner (who youre editing): ___________________ 1. Make sure you and your partner each have a copy of your paper. 2. Read your partners paper silently, making no markings. 3. Once you have both read through each others papers, position your desks so they are touching, straight on. 4. Take turns reading each others 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 cant 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 others 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 clichs! The wrinkled old woman held her gray head in 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 dont 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 dont fit. Dont try to impress your readers with your large vocabulary. If thats 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 dont 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. NOTE TO SELF: One thin-necked vase Even though the expectations will be set, is this format too much Pinwheel full freedom for students in the revision process? Need to talk through A photo, half hidden moon EACH point as a class before splitting up? Pick pairs? Rising 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. Its 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 cymbalssounds that say listen to this, it is important.
Gary Provost, 100 Ways to Improve Your Writing 12. 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.
Adapted from Linda Christensens Teaching for Joy and Justice (pp. 116-19).
LESSON
Day 11 09/13/2013 Friday 94 minute class period 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience 1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose 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 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11 12.1) 2.1.a.iii Analyze the impact of the authors 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. (Include Shakespeare as well as other authors.) (CCSS: RL.11-12.4) 2.3.a Apply 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) 2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.11-12.5) 3.1.a.i Engage 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) 3.1.a.vi Use 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)
Context: Fossil Ridge High School Course: US Literature and Composition Grade level: 11 Period: 6 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. Projector/Doc Cam Narrative Essays in hand Unit Evaluations YouTube interviews: http://www.youtube.com/watch?v=j2LX8LzC9Ns 94 minutes
MATERIALS
PROCEDURES
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 weve grown as a class since Day 1? **Comment on progression of year: This is Unit 1 of 8. Weve 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 Im 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]
ONGOING ASSESSMENT Interview with co-screenwriter/director of new Gatsby film, Baz Luhrmann http://www.youtube.com/watch?v=j2LX8LzC9Ns
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.
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 weve developed a strong sense of community in this class. 1 2 3 4 5 I feel like there is a good balance of contribution from my peers in class discussion and activities. 1 2 3 4 5 I feel comfortable sharing stories about myself in this class. 1 2 3 4 5 I like hearing about / reading my peers personal stories. 1 2 3 4 5 I enjoy writing about myself. 1 2 3 4 5 The drafting/revision process of the Narrative Essay was helpful to the overall development of my narrative. 1 2 3 4 5 I leave most classes feeling like Ive learned something I didnt know about one of my peers. 1 2 3 4 5 Additional Comments? NOTE TO SELF:
If students arent 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?
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 weve developed a strong sense of community in this class. 1 2 3 4 5 I feel like there is a good balance of contribution from my peers in class discussion and activities. 1 2 3 4 5 I feel comfortable sharing stories about myself in this class. 1 2 3 4 5 I like hearing about / reading my peers personal stories. 1 2 3 4 5 I enjoy writing about myself. 1 2 3 4 5 The drafting/revision process of the Narrative Essay was helpful to the overall development of my narrative. 1 2 3 4 5 I leave most classes feeling like Ive learned something I didnt know about one of my peers. 1 2 3 4 5 Additional Comments?
Name (optional): ______________________________________ Date: __________

Lesson Plans Full

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Lesson Plans Full

Transféré par

Droits d'auteur :

Formats disponibles

Unit 1: Personal Values and Identity Jake Pappas Dr.

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

DESCRIPTION OF THE CLASS

PURPOSE OF ACTIVITY / GOALS

Six Word Memoirs [40 mins]

TOD Reflection: [5 mins / remainder of class]

Assign homework: Read to p. 24 in Bless Me, Ultima

READING SCHEDULE BOOKMARK

READING SCHEDULE BOOKMARK

READING SCHEDULE BOOKMARK

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

DESCRIPTION OF THE CLASS

PURPOSE OF ACTIVITY / GOALS

Warm Up [10 mins]

Review Syllabus [20-25 mins] (see attached)

Setting Expectations [25 mins]

(take photo in front of students to document)

Values Sort Activity [30 mins]

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

Common Core State Standards: Grade 11

88-89 = B+; 83-87 = B; 80-82 = B68-69 = D+; 63-67 = D; 60-62 = D-

5863 US Literature and Composition 2013 2014

_____________________________________________ Student Signature _____________________________________________ Parent/Guardian Signature

_____________________ Date _____________________ Date

Day 3: 23 August 2013 Period 6

Madeline Hunter Lesson Plan: Annotations and I Was Raised By

Sample #1: Modeling [DOC CAM]

Sample #3: Independent Practice

Mr. Pappas US Literature and Composition Period 6

I Was Raised By Poem Assignment Sheet

TOTAL ____ ____ / 26

Day 4: UbD Lesson Plan Template

Date: 08/26/2013 DAY

Performance Task Description:

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

DESCRIPTION OF THE CLASS

PURPOSE OF ACTIVITY / GOALS

Warm Up: [10 mins]

Setting/Context in Novel: [20 mins]

Discussion: [10 mins]

Identities: [40 mins] (Source: http://ssc-ao.wikispaces.com/The+Big+8+Social+Identifiers)

Class Debrief: [10 mins / remainder of class]

THE BIG 8 IDENTITIES

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

DESCRIPTION OF THE CLASS

PURPOSE OF ACTIVITY / GOALS

Narrative Essay Assignment Sheet: [15 mins]

Brainstorming: [20-25 mins]

Discussion on Text: [15-20 mins]

Reading Time: [25 mins / remainder of class]

Mr. Pappas US Literature and Composition Period 6

Narrative Essay Assignment Sheet

TOTAL SCORE: ____ ____ / 100 points possible

Ticket in the Door: Socratic Seminar

[[DUE: Wednesday, 09/04/2013]] Name: ____________________________

STANDARD / CONCEPTS & SKILLS STUDENTS WILL MASTER / EVIDENCE OUTCOME

DESCRIPTION OF THE CLASS

PURPOSE OF ACTIVITY / GOALS

Quick Description of a Socratic Seminar [7-10 mins]

Review Guidelines and Expectations [5 mins]

Seminar: [45 mins]

TOD Reflection: [10 mins]

Reading Time [25 mins/remainder of class]

_ Student Signature _ Parent/Guardian Signature

_ Date _ Date

TOTAL / 26

TOTAL SCORE: / 100 points possible

Transition Preparation for Socratic Seminar [10 mins]

Name (optional): ____________________________ Date:

Name (optional): ____________________________ Date: