Do Now: Helping Partners

1. Do Now: Helping Partners • Make sure you sit next to someone you trust: • Do they take good notes? • Will they keep you on task? • Will they be willing to fill you in if you are absent? • Exchange numbers if you haven’t already

2. Welcome to American Lit! Grab a Bag, but DO NOT Open it! Make a Guess…. What’s in it?

3. How did you guess? • You know the creator of the bag: • Mrs. Healy • You know the situation of the bag: • First day of school • You know who will look in the bag: • Students—You • You know what society thinks is acceptable to be in the bag…

4. What to do with the things in the bag… • Most are for you to keep and use. • The Notecard is for me: Your parents’ names Your contact info (email, cell) and contact info *put a star next to the Best time to call contact method you prefer YOUR NAME (+ the name you prefer) Do you have reliable internet/computer Do you have a job? access at home? If not, how often can --if yes, where? you get yourself to a library (for both) --if no, are you or a Starbucks (for free wi-fi)? planning to get one?

5. What about the Bag? • Think about how you are an American • With that in mind, take the bag home and Decorate it with: • Pictures • Drawings • Words • Anything else to show how you are American Due Thursday!

6. Why American? • Our First Project: Your assignment is to write a multi-paragraph essay that defines your interpretation of what it means to be an American. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition. If possible, incorporate an iconic image in your essay.

7. So What Are the Details about Quarter One? Check out the Syllabus!

8. How does this image juxtapose the promise and the reality of the American Dream?

9. Did Someone Say Summer Reading? Our Last Definition Essay: Your assignment is to write a multi-paragraph essay that defines your novel as particularly American. This essay should use the strategies of definition and different evidence from the novel to help you develop a complex and thoughtful definition.

10. Homework • Read the Welcome Letter and Homework Policy with your parents. • Sign and return Tomorrow (Thurs) • Decorate your bag & be prepared to share Friday • Who Read the Summer Novel?

11. Exit: Send Me A Selfie! • On the back of your card, write one adjective that describes you. • Hold it up to your face, and send me a selfie: • (401) 749-8765 • In the text write: my partner is…. • Turn in your card on the way out today Fabulous!

12. Do Now • Sit with your partners • Take 5 minutes to look over your bag: • Is it complete? • Does it represent you as an American? • How will you explain this to your partner?

13. Mrs. Healy’s Class What does this mean?!?

14. Interviews • Share your bags, and take notes about what your partner says about their bag • Be prepared to introduce your partner’s bag

15. Bag Introductions!

16. Bags As Decoration • Grab • a Notebook • Scissors for your group • Glue, Tape or Staples • Decorate your notebook with your bag • Some of you will be registering for Turnitin, Springboard, and NoRedInk while we decorate

17. Exit Slip • Thank your partner for any help they have given you • Put your notebooks in the correct cabinet

18. Do Now • Grab • 1 Springboard Book • 1 Highlighter/Marker • Your notebook • Sit next to your partner • Write your name in your Book

19. Journal Set-up

20. Journal Set-up

21. Word List • primary source • structure • defend • challenge • qualify • exemplification • imagery • personification • synecdoche Put a Star Next to the words you think you know well enough to teach!

22. How to Write a Definition Synonym: providing a synonym of the word or concept that has a similar meaning to add clarity Ex: Formal definition: providing a formal definition of the word from a dictionary that offers a succinct explanation of the word or concept Ex: Love for or devotion to one’s country • Nationalism • Partisanship • Devotion What about PATRIOTISM?

23. Extended Definition Examples? Pg. 6 • Exemplification • examples of patriotism • Function • what patriotism acts like or functions as • Classification • categorizing by type or kind of • Negation • what patriotism is not

24. Find McCain’s Examples • Read along with me • Highlight the examples of Patriotism McCain uses • With your partner, create a list of other behaviors presented in the essay that exemplify patriotic acts. • Order the actions from least to most patriotic. 

25. Exit Slip: Writing Journal • Using a passage from McCain’s essay, write about one way this extended definition expanded your understanding of the word patriot. Be sure to: • Indicate what passage you are using as a reference. • Explain your expanded or new understanding. • Use appropriate transitions to connect ideas

26. DO NOW Turn to Page 8, and answer: What feelings or thoughts do you think people might have when looking at the Statue of Liberty for the first time as a new arrival to this country?

27. For Your Vocab Journal • Primary Source: • an original document or image created by someone who experiences an event first-hand. • The following guiding questions will help you think about the source and its context: • What point is the source trying to convey? • What is the source of the illustration and why is that important? • Why might the date of the source be significant?

28. This is What a PARCC Synthesis Section will look like… • Three or more primary source documents • A focus idea • So….How do we read the poem? • 1st read, underline any images that you think reflect the picture • 2nd read, summarize three lines at a time • 3rd read, answer the Key Ideas and Details Question

29. What about a longer text? Page 10 • 1st Read---Underline key ideas and details used by the speaker to describe America and its promise to the people of the world. • 2nd Read---How do Roosevelt’s words connect to the imagery of the previous texts?

30. 1X2X4 • 3rd Read---Share with your partner: • How do the three texts connect? • What are the two most significant and relevant connections? • Find another set of partners, • share your connections, and agree on the two most significant and relevant details. • Create a statement that explains your conclusion and share it with the class.

31. SHARE • What criteria should we use for identifying quality details support from the text?

32. Exit Slip: What is America’s Promise? • Using details from the illustration, the speech, and the poem, define the promise of America. • Use the definition strategy of exemplification. • Be sure to: • Include a clearly stated thesis that states the formal definition and a synonym of the promise of America. • Explain the most significant and relevant details from the texts with commentary. • Use definition strategies effectively to define the promise of America.

33. Do Now: • In your Vocab Journal, define Tone using • Dictionaries • Your brain • Dictionary.com • In your Writing Journal, answer: • Does the Promise of America get fulfilled for everyone?

34. PP 12-15 Diction + Imagery = Tone Celebratory, praising, optimistic, hopeful, patriotic, admiring, triumphant, hearty, vibrant, strong, chauvinistic “Singing,”  "carols,” “strong melodious songs,” “mouths open,” “mechanics … each one singing … / Blithe and strong.”

35. Exit Slip: Writing Journal • Choose one to answer, using diction and imagery to explain: • prompt 1: “I Hear America Singing” and “I, Too, Sing America” both refer to “singing” of America. Think about the definition and connotation of “to sing.” How are these two poems similar and how do they differ? • prompt 2: Claude McKay and Langston Hughes wrote during the same period in America’s literary history. Their writing deals with similar themes concerning the experience of African-Americans. After analyzing the poem, “America,” explain how the tone and theme of Claude McKay’s poem is similar to that of Langston Hughes’s poem, “I, Too, Sing America.”

36. Do Now: • In your Vocab journal, define Structure: • the way a literary work is organized. • Narrative structure refers to an organization characterized by a series of incidents illustrating a central conflict. • An expository work is characterized by explanations, including examples and definitions. • In your Writing Journal, reflect on the Essential Question, What does it mean to be an American? • What would it mean to be one of the millions of immigrants coming to the United States for a new life?

37. “America and I” pp 16-24 • RATA Chunks 1-2 • What is the author’s tone? • What diction and Imagery let you know that? • Conversation Round Table: groups of 4 • Pick a member to be A, B, C & D • Fold your paper like me!

38. Conversation Round Table A: Chunk 3 B: Chunk 4 4. In the middle box, explain how the structure of the story changes to reflect the author’s tone (you may decide this as a group– and be prepared to share!) 1. In your box, Summarize the tone of the chunk, list words and images that show this 2. When everyone is done, share in order. 3. Take notes on what your partners say in their box C: Chunk 5 D: Chunk 6

39. What About Sentence Structure?

40. Analyzing Your Own Structure • Pick one of your Journal Writes (at least three sentences) • Underline the first 4 words • Circle the verb • Count up the number of words per sentence • Do you need to revise? • Look at the suggestions on page 26

41. Do Now • Prepare to sit next to your partners • Grab per partner set • 1 Whiteboard • 2 Markers • 1 Erasers • Be ready to Think-Pair-Share

42. Think • What does it mean to be an American? • What makes an American unique? • What characteristics or traits do Americans share? 

43. Share ! Pair: Your Ideas Your Partner’s Ideas

44. Our Reading Process • The power of 3! Reading 1: Quick read, highlight unknown words, identify thesis, examine the structure of the piece Reading 2: Use meta-cognitive markers (?,!,*) to identify important or confusing parts of the text Reading 3: Seek to answer the text questions

45. Defining “American” Springboard Book, pg. 28 • Skim read: • Highlight words • Find the thesis • Figure out the structure of the text • Read along with me, using meta-cognitive markers: ? = unknown word or question about content ! = Important idea * = Something you could comment upon

46. Defining “American” • Answer the following: • Does the author seem to approve or disapprove of “Americans”? • How does he classify Americans? (answer on pg 30) • What TYPE are they? • What do they DO? • What elements of the article do you agree with and disagree with?

47. Don’t forget your bags are due tomorrow Exit Slip • What benefits do you see to the “Read 3 Times” method? • When would that method be most useful? • What are the drawbacks to “Read 3 Times”? • When would it not be useful?

48. Do Now Writing Journal: Because of the melting pot that is America, many Americans can trace their heritage to a variety of countries and ethnicities. The hyphenated American can be Asian-American, African-American, Indian-American, Mexican-American, and so on. How do you define yourself?

49. Growing Up Asian in America, pp 32-35 • This essay has three major parts. • Find the structure the writer uses to present the three central ideas she uses as she seeks to define herself. • Find a sentence for each part that best shows the central idea of that part

50. Summary, Paraphrase & Quote • Summarizing: restating the main idea and details in one’s own words • Paraphrasing: briefly restating ideas from another source in one’s own words • Using Quotations: using the exact words of another in your writing