Hook, Housekeeping & Homework Monday

1. Hook, Housekeeping & Homework Monday • If you were absent Friday, quickly retrieve any return items with your name on it from the front desk. • I’m going to start right away with Writing Conferences, so have your copy of the memoir and ARG comp notebook out. • Have your scavenger hunt quotes ready for tomorrow!

2. Past, Present, Future Monday • Key Passage Analysis • Models, returns, reflections • The Glass Castle & ARG Entries • Pages 241 to the end • Discussion Questions • Writing Conferences • Feel free to work on your essay, re-writing Douglass/Wiesel and/or adding Walls (next week = lab time) • Slightly shortened classes tomorrow – Assembly after 4th • The Glass Castle Final Fishbowl Discussion (ELP)

3. Lessons From the Past Envisioning My Future Monday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience Objectives You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

4. Questions As You Read IV. New York City It was dusk when I got my first glimpse of it off in the distance… (pp. 245-251). • Why does Jeannette find her job at The Phoenix rewarding? How is the newspaper’s title symbolic (ie. what is a phoenix?)? • Why is Jeannette fearful about Brian moving to NYC? • Why does Jeannette finally decide to go to college? Who helps her make that decision? • What obstacles does Jeannette overcome in going to college? How does she do it? One morning three years after I’d moved to New York… (p. 252-254). • Why doesn’t Mary Walls even think about the effect holding up traffic might have on others? • What can you infer from Mary Walls’ statements that the murals at Rockefeller Center aren’t as good as her own paintings? • How do you think the children feel about their parents coming to NYC to bring the family together again? • Brian and Lori take their parents in, but Jeannette does not. Why do they react differently? • What does Mary say when her daughter, Lori, finally kicks her out? What does this reveal about Mary? Mom and Dad called regularly from pay phones to check up on us… (pp. 255-257). • How do Rex and Mary spend their days in NYC? Do you believe they are typical homeless people? • Why does Jeannette feel guilty about her parents’ homelessness? • When Jeannette and Professor Fuchs talk about homelessness, why do they disagree? Do you think • Jeannette lacks sympathy for homeless people? • Does Jeannette’s treatment of her parents reveal a lack of compassion? Why does she feel that she must separate from them?

5. Questions As You Read IV. New York City That January it got so cold… (pp. 258-259) • Why does Jeannette consider dropping out of college? • What might have happened to her if she’d left college? • What is Mary’s reaction when Jeannette suggests ways she could make or raise money? How is her answer ironic? Mom and Dad survived the winter… (pp. 260-261). • Why is Rex proud of Jeannette? How has she lived up to his expectations? • Why is Rex now questioning his lifelong atheism? Is it really only because of the physics he’s reading? • What does Jeannette make her father promise? Dad stayed in the hospital for six weeks. (pp. 262-265). • Why does Rex manage to stay sober when he is living upstate? Why doesn’t he stay there and remain sober? • How does Mary get Rex to come back to NYC? Why doesn’t she want him to continue a life where he has been able to be sober? • Why do the two stay together? • How does Rex react to Jeannette’s Christmas gifts? Why? • What do the different reactions of the parents to the gifts reveal about each of them?

6. Read & Review By the following summer, Mom and Dad were heading into their third year on the streets. (pp. 264-265). • How does Mary manage to blame NYC for her homelessness? • Is the Walls’ homelessness really a matter of choice? • How does Rex manage to share in Jeannette’s college education? • Why does Rex give Jeannette the money he raised? How does it make him feel? A month later, I got a call from Mom. (pp. 266-268). • Why does Mary compare squatters to pioneers? What do you think of the comparison? How are they alike and how are they different? What does Mary fail to see in her analogy? • What values do the Walls share with other squatters? • Why is the squatters’ building truly a home for Rex and Mary? • Why doesn’t Jeannette invite her father to her college graduation? • What kind of man is Eric? Why is Jeannette attracted to him? How is Eric the opposite of her father? I Invited Mom and Dad up to the apartment. (pp. 269-271). • How do Jeannette’s parents react to her new home? Why do the parents react so differently to Jeannette and Eric’s Park Avenue apartment? • What is Mary worried her daughter will become? • What does Mary think Jeannette should be writing about? • What is the focus of Jeannette’s journalism? • How does she justify to herself a career spent writing about the wealthiest people? • What does Jeannette fear? • Why does Jeannette lie about her past? My life with Eric was calm and predictable. (pp. 272-273). • What does Mary ask Jeannette to do for her? • What does Jeannette discover about her mother’s family property and what questions about her life are raised? • Why does Mary refuse to sell her property? Is this a logical decision? How does it connect with the diamond ring incident from Jeannette’s childhood? • Why does Jeannette refuse to buy the family land for her mother? • How does her mother react to this decision?

7. Read & Review Lori was working as a freelance artist… (p. 274-276). • What does Rex think of Brian’s career as a police officer? What childhood behaviors exhibited by Brian indicated that he might go into law enforcement? • What kind of life is Maureen living? Where do you think she learned this behavior? • Why do you think Maureen looks for men who will take care of her? How does this connect with the way Maureen lived in West Virginia? • Why does Rex say such harsh things to Maureen? • Why does Jeannette think that Maureen is mentally ill? • Why does Mary deny that Maureen tried to kill her? • Explain how each family member reacts to Maureen’s arraignment. What do these reactions reveal about each? • Why does Jeannette believe that Maureen is the most fragile family member? • Why does Jeannette feel responsible for Maureen’s breakdown? • Where does Maureen go? Why is this probably a good decision? After that, I hardly ever saw Mom or Dad. (pp. 277-281). • Why does the family get together after Maureen’s arraignment? • Why does Rex make up a story about his illness? • What is the one way Jeannette can answer Rex’s question? • How do Rex and Jeannette feel about each other? • Why does Mary stay out of the conversation? Two weeks later, Dad had a heart attack. (pp. 280-281). • How would Rex Walls have preferred to die? • Why does Jeannette react by wanting “to checkout Rex-Walls-style”? • How does Jeannette react to her father’s death? • Why does Jeannette divorce Eric? Do you think that this is connected to her father’s death? Why? If you are done reading the entire memoir, pair up with someone else who is also done and use the Final Discussion Questions sheet to have a conversation about the book.

8. Lessons From the Past Envisioning My Future Monday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience Objectives You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

9. Hook, Housekeeping & Homework Tuesday I’m going to start right away with Writing Conferences, so have your copy of the memoir and ARG comp notebook out.

10. Past, Present, Future Tuesday • The Glass Castle – Scavenger Hunt Quotes • Writing Conferences • The Glass Castle – Read & Discuss • Writing Conferences • The Glass Castle – Fishbowl Discussion

11. Lessons From the Past Envisioning My Future Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience Objectives You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

12. Activities Tuesday If you have not finished reading the entire memoir, READ QUIETLY! The rest of you… Purpose: to review the memoir by compiling meaningful quotes that reflect various characters, content, and craft from the memoir. Task 1: While I conduct writing conferences, quietly add to the quote posters for the 10 scavenger hunt sheet • Do not duplicate quotes that are already listed • Make sure to give the (page number) • Write neatly Outcome: a class reference sheet of meaningful quotes that we can use to make inferences about characters, content, and craft from the memoir. Task 2: • Prepare for the Fishbowl Discussion (Final Discussion Questions on desk) OR • Work on your LifeVision5 Essay Re-write OR • Read silently (periodically stop and consider Discussion Questions pages 245 – 88 on desk)

13. Activity Tuesday Purpose: to review the final pages of the memoir and prepare for the final Fishbowl Discussion. Task: Use the question sheets to quietly read and review V. Thanksgiving I was standing on the platform with my second husband, John. (pp. 285-288). • Why does Jeannette close her memoir with a Thanksgiving reunion? What does the holiday suggest about life and family? • What do you think of John’s reaction to Jeannette’s scar (that it proved she was stronger than what tried to hurt her)? What does this suggest about his ability to understand her? • Why do you think that Jeannette and Eric, as well as Brian, enjoy restoring old homes? • Why does Brian react with anger to the abundance of the dinner table? • What do you think of their toast to their father? • What does the fluttering of the candle flames suggest? Why does she end with this thought? If you are done reading the entire memoir, pair up with someone else who is also done and use the Final Discussion Questions to have a conversation about the book. Feel free to work on your essay, re-writing Douglass/Wiesel and/or adding Walls (next week = lab time)

14. Lessons From the Past Envisioning My Future Tuesday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience Objectives You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences? How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

15. Hook, Housekeeping & Homework Wednesday/Thursday • Have out your copy of the memoir, your ARG, and other handouts/notes • Take a moment to think about what you may want to contribute to today’s discussion • Do you have a #1-#30 question that falls within our page range (p. 241-end)? You’ll need to share it, respond to it, and ask others to respond. • Do you have a #1-#30 question that you have never posed to the group or you want to bring back up? • Do you have a individual question that you would like to pose? • What key passages or quotes (scavenger hunt) do you want to discuss? • What themes, symbols (e.g the glass castle), motifs (e.g. fire), or other craft elements would you like to discuss? • Bring your LifeVision5 Essay drafts to class all next week!

16. Past, Present, FutureWednesday/Thursday • The Glass Castle – Read & Discuss • Writing Conferences • The Glass Castle – Fishbowl Discussion • Final Essay Writing Time

17. Lessons From the Past Envisioning My Future Wednesday/Thursday Colorado Academic Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading For All Purposes Objectives You will be able to listen actively, pose thoughtful questions, and contribute findings & supporting information about The Glass Castle. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?

18. Instruction: ObtainWednesday/Thursday • Fishbowl #4 What criteria will be used to measure the effectiveness of a group? • Everyone contributes • Nothing to contribute, ask a question • Prepared – novel, notes, paper etc. • Know what you’re talking about • Stay on topic • Respect each other • No bashing • Let others finish thought • No side tracks, side conversations • Academic vocabulary How will you be assessed? • Not just the number of times you participate (speak) but what you have to say • Analysis of literary devices and theme • Textual references followed by analysis (inferences) • Furthering a point of another student • If you don’t speak, the highest score you can receive for actively listening today is a “D.” (Standard1) • Keep in mind part of your grade is show your close reading of the text; you’ll need to speak to do this! Refer to your ARG notes. (Standard 2)

19. Activities: Develop & ApplyWe Do Wednesday Purpose: to practice our large group discussion skills by listening actively, posing thoughtful questions, and contributing findings & supporting information in order to come to a better understanding ofThe Glass Castle. Tasks: • Form desks into a “fishbowl” • Observer – use the Observation Form to document how often your partner is on or off task with the discussion and record reflection notes • Speaker – participate in the conversation by posing and responding (with supporting evidence) • Use your ARG entries (scavenger hunt, key passage analysis) • Use your #2 assigned question (pose, respond, discuss) • REFER TO THE TEXT WHEN RESPONDING • Focus on pages 241-end! • Turn in the completed Observation Form at the end of the discussions Outcome: a better understanding of the memoir and of the expectations for large group discussions

20. While I conduct writing conferences, …. …. read quietly from The Glass Castle.

21. Lessons From the Past Envisioning My Future Wednesday/Thursday Colorado Academic Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading For All Purposes Objectives You will be able to listen actively, pose thoughtful questions, and contribute findings & supporting information about The Glass Castle. Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions What can I learn from another’s experiences?

22. Friday • Substitute Teacher • Work through various pages in the Style and Language packet to help you with your LifeVision5 Essay Rewrite (due Friday, May 16th)

23. 10th Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

24. Next Week…. … and beyond…

25. Purpose • Task • Outcome • Objective: Students will be able to synthesize and connect the pieces of The Glass Castle in or do make critical judgments and interpretations about themes in the book. • Discuss the book, and your own opinions, about Jeannette’s statement, “I think sometimes people get the lives they want.” • You will also compare the outcomes of Jeannette, Brian and Lori to that of Maureen and discuss why you think their lives turned out as they did. • Theme Statement – Key Passages

26. Purpose: to apply your knowledge of theme and key passage analysis to The Glass Castle Task: In small groups respond to the following question: • If you had to pick 3 key passages from the memoir thus far, what would they be and why? Outcome: 3 selected passages with rationale

27. Life Vision Entry 5M12-16 • Finish the final copy of your essay • Turn in anytime on or before Friday, May 16th

28. Monday May 19? • Objective: Students will be able to understand and use the assessment criteria for their upcoming key passage essay to assess a model and prepare themselves to write their own paper. • 1. Instruction and Modeling: KPA Assignment, rubric, and model: • a) First, let’s go over the assignment sheet for the essay and talk about the passages you will have to choose from for your essay. Which passage are you leaning toward at this point? (Final choice does not need to be made till Monday.) • b) Study the assessment criteria, then we’ll talk about how the criteria will apply to the essay and what you need to do to succeed at the higher achievement levels. • c) Read student model, and assess the model using the assessment criteria. Explain the scores you give the paper in each criterion. Why that score? Why not lower? What would the writer need to do to get to higher achievement bands? • d) Share/discuss assesments. • HW: Choose the passage you want to base your essay on. Both that passage, and the sections leading up to it and coming after. That will give you a good sense of both the passage and its context. • KPA_assignment and support.docxKPA_applying the assessment criteria.docx

29. Activity Monday May 19? Tuesday May 20? • Objective: Students will be able to deepen their understanding of the passages they’ve chosen for their key passage essay through structured discussion with others who have chosen the same passage. • 2. Group work on Passages: You’re going to work in groups with people who have chosen the same passage for their KPA essay as you have. Discuss the passage together as a means of deepening your understanding of its significance in terms of content and craft. Consider: • · The context for the passage: What leads up to it? What will it lead to or contribute to later in the book? • · Overall significance: Think in terms of character (that could be development of individual characters, or their relationship with one another) and/or theme. • · The most important details of the passage and the significance of those details. Those details might be descriptive images or figurative language, plot/action, bits of dialogue, motifs that recur, elements with symbolicvalue, etc. These are key details you are going to grab onto and analyze the effects of in some depth in the paper. • · Craft: What key craft tools does the writer use to develop the content of the passage. (See Friday’s handout for a list of possibilities). • · • 3. Instruction and Modeling: Tips for writing intros for and organizing key passage essays. • HW: Complete notes and a thorough annotation of the passage in your notebook. Be ready to create an outline for the paper in class tomorrow. • KPA Intros and org

30. Tuesday May 20? • Objective: Students will be able to choose an organizational structure that fits the key passage they are writing their summative assessment about, and create an outline for the paper. • 1. Writer’s feedback on intros: In groups of three, offer each other feedback on your drafts of intros. • a) Each writer ask partners what you most want helpful feedback on, then read your intro to them. • b) Group members, offer positive feedback first, then helpful suggestions. Consider how well the writer has: • · Introduced the title of the work and the author, and begun to hint in the first sentence or two at the importance of the passage. • · Provided BRIEF context for the passage: what leads up to the passage, what happens in? • · Established a thesis about the significance of the passage in developing character and/or theme. • · Incorporated mention of key craft tools/literary tools the writer uses to develop the content of the passage. • 2. Instruction and modeling: Organizing and structuring your key passage essay: • · Go over handout on different ways to organize? • · Choose an organizational structure that makes sense for your passage. • HW: Revise your intro. Come prepared to write you key passage essay during the ELP day and Friday.

31. Wednesday • No School • GRADUATION 3:00

32. Final • Objective: Students will be able to write a literary analysis essay that organizes, supports and develops their insights about content and craft in key passage from The Glass Castle. • 1. In Class Writing: Write your key passage essay. You can use any of the support materials we used to prepare for the essay and any prewriting you’ve already completed. You will have Friday to complete, edit and revise your essay. • Hand in what you complete today at the end of class; Attach your outline, web or other forms of prewriting for the essay to the front of the paper. • NOTE: Be sure to bring a book to read for pleasure on Friday in case you finish your paper early.

33. Final • Objective: Students will be able to write a literary analysis essay that organizes, supports, and develops their insights about content and craft in a key passage from The Glass Castle. • 1. In Class Writing: Complete your key passage essay. • · When you finish, edit, proofread, and revise as you see fit. If you want to rewrite or add sentences or paragraphs, you can cross out rewritten material in the body of the essay and add new material at the end with footnotes to indicate where the no material goes in the essay. • · When you are ready to hand the paper in, staple your outline/organizer to the front and the rubric (see stack on table) to the back. • 2. Pleasure reading: If you finish early, read for pleasure.

34. Assignment: Choose one of the four passages listed below and write a multi-paragraph key passage essay, carefully exploring the importance of the passage in terms of its content, craft tools/literary devices the writer uses to develop that content, and importance to the larger work (theme). Passages: • Gift of the stars, pp. 39-41 • From, “I never believed in Santa Claus.” • To, “…you’ll still have the stars.” • The Bar, pp. 210-213 • From, “That Saturday, Dad told me that … .” • To, “… but I knew you’d be just fine.” • The Whipping, pp. 210-213 • From, “In late August … .” • To, “… my escape fund.” • Rex’s death, pp. 280-281 • From, “Two weeks later, dad had a heart attack.” • To, “I could see Venus on the horizon, up over the dark water, glowing steadily.” • Thanksgiving dinner (the end of the memoir), pp. 287-288 • From, “ I showed Mom and Lori the house.” • To, “The candles suddenly shifted, dancing along the border between turbulence and order.”