Hook, Housekeeping & Homework MONDAY

Hook, Housekeeping & Homework MONDAY How was yourThanksgiving break? What did you do? What did you not do? Discuss with a shoulder partner(s). Place your Heritage Project Step 1 (for Summative 2) in the front basket if you completed it. Did you attend Palmer’s play and complete the extension activity? Place it in the basket, too. Homework: Have you finished the novel? Did you do your Heritage Project Step 1 (for Summative 2) over break?

Past, Present, FutureMONDAY • Bless Me, Ultimaby RudolfoAnaya • Formative Conferences • PSAT Practice – Commas in Action – Revisit Incorporating Quotes • Re-work Formative 1 and examine Chapters 10-14 for Formative 2 • Bless Me, Ultimaby Rudolfo Anaya • Turn in Heritage Project Step 1 and Extension Activity • Re-work Formative 1 and examine Chapters 10-14 for Formative 2 • Bless Me, Ultimaby Rudolfo Anaya • Write body paragraph 2 (from a key passage in Chapters 10-14) to support your statement of theme • Finish reading the novel • PSAT Practice – Commas in Action

Unit 2: Literary Analysis Colorado Academic Standards 2. Reading for All Purposes 3. Writing and Composition Objectives: • to analyze literary components, including characterization and conflict, in historical and cultural context as well as connect texts to self • To develop, organize, and support a response to literature focused on theme as well as write about your own heritage and identity Relevance: • Close reading allows us to gain wisdom about life and a capacity for empathy. • Developing an understanding of cultural heritage helps us better understand literature, the human condition, and ourselves. Guiding Question: • How do authors use characters and conflict to develop ideas about what it is to be human? • Who am I and how can I best represent my heritage and culture through writing?

Theme: Rejection is a part of growing up, but it is often from these more difficult experiences that we become stronger individuals.Identify Passage 2: ChapterN/A (short story), Page 2(Elena observes her neighborhood, including the house next door where Eugene lives) Device/Craft: Imagery and characterization Exemplify: quote and/or paraphrase • Elena describes her “one source of beauty and life.” Sitting on the fire escape high above Eugene’s house, Elena reports that this is her “favorite spot,” from which she can watch from afar the lives of her white neighbors in their house, the only one “on the block that had a yard and trees.” Explanation & Elaborate: Purpose related to theme + Effect on characters or plot and/or reader • Sees the lives of her white neighbors but distant from them • Emphasizes the distance between her and other living the American Dream: owning homes, mowing lawns, tending flowers, eating together • The reader senses her desires, can empathize with wanting something but not being able to obtain it • We all have things that bring us joy Device/Craft: May be same or different Exemplify: quote and/or paraphrase Another specific ideas from the passage. Remember to select details for ANALYSIS, not for retelling. Explanation & Elaborate: Purpose related to previous example(s) Effect on characters or plot Purpose related to theme Effect on reader

Activities Purpose: to “ease” back into school after break and prepare for your Summative Assessment (due at the end of next week) Tasks: • Body Paragraph 2 • Outline • Write (lab tomorrow) • Read the rest of the novel (by Friday!)

Review and Release Homework: Body Paragraph 2 – to add to re-worked Body 1 – • printed copy & turnitin.com copy at beginning of class Wednesday • Finish reading the novel + Heritage Project Step 1 (Summative 2) Coming Next… • Meet in Lab 257 = Body Paragraph 2 • PSAT/Formative Practice = Importance of Punctuation/Runaway Letter + Commas in Action (FANBOYS/Compound Sentences) – Apply to Body Paragraphs 1 & 2 • Math Lab = Body Paragraph 2 + Symbolism Poster (to conclude novel) • Symbolism Poster (to conclude novel) • Body Paragraph 3

TUESDAY - Activities Add Body Paragraph 2 to your 1st written formative (body paragraph 1) – see next slide • As a guideline, each paragraph should be between 350-425 words (These 2 body paragraphs should total approx. 700-800 words, and later 3 body paragraphs should total 1000-1200 words.) Before the beginning of class tomorrow…. • Print a copy of written formative 2 = statement of theme, body 1 and body 2 • Turn in a copy to turnitin.com, too, before class • Look at model (next), as needed • Work on practicing how to incorporate quotes in a variety of ways and punctuated correctly • In addition, Elena describes the “gray slush” of snow in her city of Paterson, and, in the same paragraph, she mentions that when her family visits the suburbs, she sees “pure white snow” used to create snowmen (2). Read through the END of the novel if you have not 

Model of Another Body Paragraph Utilizing conflict and symbolism, Cofer shows the optimism that one must have when continually faced with rejection and discrimination. As the story is reaching its climax, Elena is standing in front of Eugene’s green door, which symbolizes hope for Elena. As the door opens, her hope grows seeing the woman behind the door, described as having “a halo of red hair floating over a delicate ivory face – the face of a doll – with freckles on the nose” (7). From this visual description of character, the reader imagines a sweet, even welcoming, person, but the words uttered from her lips show that she is the opposite, at least towards Elena. The dialogue between Elena and Eugene’s mom reveals the external conflict. Eugene’s mom condescendingly refers to Elena’s family as “you people” (8). This somewhat subtle, yet undoubtedly racist remark shows the barrier between incoming immigrants and the Americans who live there now. The use of the pronoun “you” is impersonal. In addition, the general term “people” creates a sense of separation and a stereotype of all immigrants. The remark, in context, has a layer of haughtiness and disgust, insinuating that immigrants are of a lower stature and rank than everyone else. This rejection was foreshadowed earlier in the text with Elena’s internal thought: “I was ready for rejection, snobbery, the worst” (3). In addition, Eugene’s mom asks if Elena lives in El Building, described as looking “like a gray prison.” This simile reiterates previous images of distance and dirtiness and allows the reader to see how immigrants might feel trapped in their lives. The conversation Elena has with Eugene’s mom is concluded by the mother telling her to “’[r]un back home now’” and shutting the green door on Elena (8). Because green, “verdeesperanza,” is identified as the color of hope in the story, when Eugene’s mother closes the green door on Elena, it symbolizes the way an intolerant society tries to block the hopes and dreams of immigrants. The effect on the reader of this climactic scene drives home the theme about intolerance of immigrants with a sadly emotional impact. The reader understands, in a more personal way, what it feels like to be on the receiving end of the kind of ugly bigotry that Eugene’s mother represents. We also feel the burning pain of rejection that Elena feels at being rejected merely because she is a Puerto Rican immigrant. The scene harshly illustrates the human injustice of bigotry and creates a sense of commitment on the reader’s part to a society more tolerant of immigrants—their hopes, their dreams, and their importance to American history.

Patty Palmer Durland MYPH3, Period 3 November 27, 2018 Bless Me, Ultima Literary Analysis Formative 2 Rejection is a part of growing up, but it is often from these more difficult experiences that we become stronger individuals. In the beginning of the narrative (pages 1-2), Cofer illustrates, through imagery and characterization, how Elena recognizes the disparities between herself and others. At Public School Number 13, Gail, “the biggest of the black girls,” teases Elena for not turning the jump rope fast enough and for not eating her “rice and beans and pork chops for breakfast” (1). This “pork chop” chant picked-up by the other girls is a racist stereotyping of what Puerto Ricans eat, and Elena is embarrassed at not only being physically unequal, but also because she, as a Puerto Rican, is an outsider. The effect of such an important bit of characterization early on is to instill a sense of sympathy in the reader for Elena. A part of the cycle of immigration is discrimination. However “easy” it might be to explain, it is still difficult to experience, much less grow from. After this, Elena describes her “one source of beauty and life.” Sitting on the fire escape high above Eugene’s house, Elena reports that this is her “favorite spot,” from which she can watch from afar the lives of her white neighbors in their house, the only one “on the block that had a yard and trees” (2). The image emphasizes the distance that separates immigrants like Elena from the American Dream, a dream of owned homes, lawns to mow with flowers to tend, and a kitchen table around which to gather. She can see the lives of her white neighbors but is held distant from them. When the house is uninhabited for a few weeks, she is tempted to climb down to “water the flowers” (2). Through her “temptation,” an act that is often considered wrong and unwise, the reader can sense her isolation and the human desire to enjoy the beauties of life. The house may be next door, but a wide gulf separates the lives and opportunities of the Puerto Rican immigrants in El Building from the lives of others. In addition, Elena describes the “gray slush” of snow in her city of Paterson, and, in the same paragraph, she mentions that when her family visits the suburbs, she sees “pure white snow” used to create snowmen (2). Thus, the visual contrast, the snow in her city being dirty, nondescript and breaking apart compared to the clean, pure snow of the suburbs, reflects not only the limitations of immigrant life but emphasizes, again, those who are on the “outside” looking in to a society that may view them as “gray slush.” Cofer is bringing attention to the heartbreak faced by a young girl who only wants to feel like she can participate in the best possible life. Utilizing conflict and symbolism, Cofer shows the optimism that one must have when continually faced with rejection and discrimination. As the story is reaching its climax, Elena is standing in front of Eugene’s green door, which symbolizes hope for Elena. As the door opens, her hope grows seeing the woman behind the door, described as having “a halo of red hair floating over a delicate ivory face – the face of a doll – with freckles on the nose” (7). From this visual description of character, the reader imagines a sweet, even welcoming, person, but the words uttered from her lips show that she is the opposite, at least towards Elena. The dialogue between Elena and Eugene’s mom reveals the external conflict. Eugene’s mom condescendingly refers to Elena’s family as “you people” (8). This somewhat subtle, yet undoubtedly racist remark shows the barrier between incoming immigrants and the Americans who live there now. The use of the pronoun “you” is impersonal. In addition, the general term “people” creates a sense of separation and a stereotype of all immigrants. The remark, in context, has a layer of haughtiness and disgust, insinuating that immigrants are of a lower stature and rank than everyone else. This rejection was foreshadowed earlier in the text with Elena’s internal thought: “I was ready for rejection, snobbery, the worst” (3). In addition, Eugene’s mom asks if Elena lives in El Building, described as looking “like a gray prison.” This simile reiterates previous images of distance and dirtiness and allows the reader to see how immigrants might feel trapped in their lives. The conversation Elena has with Eugene’s mom is concluded by the mother telling her to “’[r]un back home now’” and shutting the green door on Elena (8). Because green, “verdeesperanza,” is identified as the color of hope in the story, when Eugene’s mother closes the green door on Elena, it symbolizes the way an intolerant society tries to block the hopes and dreams of immigrants. The effect on the reader of this climactic scene drives home the theme about intolerance of immigrants with a sadly emotional impact. The reader understands, in a more personal way, what it feels like to be on the receiving end of the kind of ugly bigotry that Eugene’s mother represents. We also feel the burning pain of rejection that Elena feels at being rejected merely because she is a Puerto Rican immigrant. The scene harshly illustrates the human injustice of bigotry and creates a sense of commitment on the reader’s part to a society more tolerant of immigrants—their hopes, their dreams, and their importance to American history.

Hook, Housekeeping & Homework WEDNESDAY Do you have a printed copy of your Bless Me, Ultimadraft? We are working with it in class today. While you wait, let’s look at the importance of punctuation! Read the “Runaway Letter.” With a shoulder partner, complete the Task and Outcome. Homework: Have you finished the novel? We are doing a final activity with it Friday, and you write you final, 3rd body paragraph on a passage from Chapters 15-22 this weekend!

Past, Present, FutureWEDNESDAY • Turn in Heritage Project Step 1 and Extension Activity • Bless Me, Ultimaby RudolfoAnaya • Re-work Formative 1 and examine AND write Formative 2, body paragraph 2 (passage from chapters 10-14) • PSAT Practice – Commas in Action • Practice using BMU Body Paragraphs • Bless Me, Ultimaby Rudolfo Anaya • Write body paragraph 2 (from a key passage in Chapters 10-14) to support your statement of theme • End of Novel: Symbolism Activity • Write the final (3rd) body paragraph on a passage from Chapters 15-22 this weekend!

PSAT Prep Meets Literary Analysis Standard 3 Writing and Composition Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. Objective: you will be able to show what you know about using quotation marks, commas, parenthesis, and end punctuation to incorporate textual evidence into your literary analysis Relevance: Understanding and knowing various formats and procedures for writing helps us to convey our ideas more clearly and adapt to communication in any situation. Doing well on the SAT can help with post secondary goals. Essential Questions: What am I able to do? On what do I need to work? How can I create individualized learning goals/targets for myself based on a standardized test?

Activities: Develop Purpose: to show what you know about using commas in compound sentences Conquering the Comma PowerPoint Presentationhttps://owl.purdue.edu/owl/general_writing/punctuation/conquering_the_comma_presentation.html Tasks: Using your handouts on Comma Rules (8 Basic) and the supplementary handouts, sideshows, and videos on Clauses, Compound Sentences, and FANBOYS, go into your formative writing and find places where you… • Placed a comma correctly in a compound sentence (FANBOY joining 2 Independent Clauses) • Need to fix/place a comma in a compound sentence (FANBOY joining 2 Independent Clauses) • Show what you know by creating a compound sentence with a FANBOY and correct comma use • Show what you know fixing or explaining a sentence where you placed an unneeded comma after a FANBOY Outcome: Show me the tasks you complete above; I’d like to see each of you with 2 examples and/or corrections While you wait, watch the videos (see next) and/or work on other mechanics in your essay or content in your essay orread!

Activities: Develop Conquering the Comma PowerPoint Presentationhttps://owl.purdue.edu/owl/general_writing/punctuation/conquering_the_comma_presentation.html • This presentation is designed to acquaint you or your students with the rules of comma usage, including: • placement in compound sentences Simple and compound sentences • https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/types-of-sentences/v/simple-and-compound-sentences-syntax-khan-academy (Khan 4:28) Coordinating Conjunctions (Khan) + FANBOYS • https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-preposition-and-the-conjunction/introduction-to-conjunctions/v/coordinating-conjunctions-final

THURSDAY - ActivitiesLab Purpose: to revise and edit body paragraphs 1 and 2 and ask questions as needed Tasks: • Make additions & revisions to the content & ideas theme, body paragraph 1, and body paragraph 2 as needed • Edit your work for errors in mechanics, grammar, spelling and capitalization (I will check in with some of you about commas compound sentences (FANBOYS). • Continue to incorporate quotes in a variety of ways and punctuate correctly • In addition, Elena describes the “gray slush” of snow in her city of Paterson, and, in the same paragraph, she mentions that when her family visits the suburbs, she sees “pure white snow” used to create snowmen (2). • Read through the END of the novel if you have not  • Start you work on Symbolism for TOMORROW = homework

Model of Another Body Paragraph Utilizing conflict and symbolism, Cofer shows the optimism that one must have when continually faced with rejection and discrimination. As the story is reaching its climax, Elena is standing in front of Eugene’s green door, which symbolizes hope for Elena. As the door opens, her hope grows seeing the woman behind the door, described as having “a halo of red hair floating over a delicate ivory face – the face of a doll – with freckles on the nose” (7). From this visual description of character, the reader imagines a sweet, even welcoming, person, but the words uttered from her lips show that she is the opposite, at least towards Elena. The dialogue between Elena and Eugene’s mom reveals the external conflict. Eugene’s mom condescendingly refers to Elena’s family as “you people” (8). This somewhat subtle, yet undoubtedly racist remark shows the barrier between incoming immigrants and the Americans who live there now. The use of the pronoun “you” is impersonal. In addition, the general term “people” creates a sense of separation and a stereotype of all immigrants. The remark, in context, has a layer of haughtiness and disgust, insinuating that immigrants are of a lower stature and rank than everyone else. This rejection was foreshadowed earlier in the text with Elena’s internal thought: “I was ready for rejection, snobbery, the worst” (3). In addition, Eugene’s mom asks if Elena lives in El Building, described as looking “like a gray prison.” This simile reiterates previous images of distance and dirtiness and allows the reader to see how immigrants might feel trapped in their lives. The conversation Elena has with Eugene’s mom is concluded by the mother telling her to “’[r]un back home now’” and shutting the green door on Elena (8). Because green, “verdeesperanza,” is identified as the color of hope in the story, when Eugene’s mother closes the green door on Elena, it symbolizes the way an intolerant society tries to block the hopes and dreams of immigrants. The effect on the reader of this climactic scene drives home the theme about intolerance of immigrants with a sadly emotional impact. The reader understands, in a more personal way, what it feels like to be on the receiving end of the kind of ugly bigotry that Eugene’s mother represents. We also feel the burning pain of rejection that Elena feels at being rejected merely because she is a Puerto Rican immigrant. The scene harshly illustrates the human injustice of bigotry and creates a sense of commitment on the reader’s part to a society more tolerant of immigrants—their hopes, their dreams, and their importance to American history.

Patty Palmer Durland MYPH3, Period 3 November 27, 2018 Bless Me, Ultima Literary Analysis Formative 2 Rejection is a part of growing up, but it is often from these more difficult experiences that we become stronger individuals. In the beginning of the narrative (pages 1-2), Cofer illustrates, through imagery and characterization, how Elena recognizes the disparities between herself and others. At Public School Number 13, Gail, “the biggest of the black girls,” teases Elena for not turning the jump rope fast enough and for not eating her “rice and beans and pork chops for breakfast” (1). This “pork chop” chant picked-up by the other girls is a racist stereotyping of what Puerto Ricans eat, and Elena is embarrassed at not only being physically unequal, but also because she, as a Puerto Rican, is an outsider. The effect of such an important bit of characterization early on is to instill a sense of sympathy in the reader for Elena. A part of the cycle of immigration is discrimination. However “easy” it might be to explain, it is still difficult to experience, much less grow from. After this, Elena describes her “one source of beauty and life.” Sitting on the fire escape high above Eugene’s house, Elena reports that this is her “favorite spot,” from which she can watch from afar the lives of her white neighbors in their house, the only one “on the block that had a yard and trees” (2). The image emphasizes the distance that separates immigrants like Elena from the American Dream, a dream of owned homes, lawns to mow with flowers to tend, and a kitchen table around which to gather. She can see the lives of her white neighbors but is held distant from them. When the house is uninhabited for a few weeks, she is tempted to climb down to “water the flowers” (2). Through her “temptation,” an act that is often considered wrong and unwise, the reader can sense her isolation and the human desire to enjoy the beauties of life. The house may be next door, but a wide gulf separates the lives and opportunities of the Puerto Rican immigrants in El Building from the lives of others. In addition, Elena describes the “gray slush” of snow in her city of Paterson, and, in the same paragraph, she mentions that when her family visits the suburbs, she sees “pure white snow” used to create snowmen (2). Thus, the visual contrast, the snow in her city being dirty, nondescript and breaking apart compared to the clean, pure snow of the suburbs, reflects not only the limitations of immigrant life but emphasizes, again, those who are on the “outside” looking in to a society that may view them as “gray slush.” Cofer is bringing attention to the heartbreak faced by a young girl who only wants to feel like she can participate in the best possible life. Utilizing conflict and symbolism, Cofer shows the optimism that one must have when continually faced with rejection and discrimination. As the story is reaching its climax, Elena is standing in front of Eugene’s green door, which symbolizes hope for Elena. As the door opens, her hope grows seeing the woman behind the door, described as having “a halo of red hair floating over a delicate ivory face – the face of a doll – with freckles on the nose” (7). From this visual description of character, the reader imagines a sweet, even welcoming, person, but the words uttered from her lips show that she is the opposite, at least towards Elena. The dialogue between Elena and Eugene’s mom reveals the external conflict. Eugene’s mom condescendingly refers to Elena’s family as “you people” (8). This somewhat subtle, yet undoubtedly racist remark shows the barrier between incoming immigrants and the Americans who live there now. The use of the pronoun “you” is impersonal. In addition, the general term “people” creates a sense of separation and a stereotype of all immigrants. The remark, in context, has a layer of haughtiness and disgust, insinuating that immigrants are of a lower stature and rank than everyone else. This rejection was foreshadowed earlier in the text with Elena’s internal thought: “I was ready for rejection, snobbery, the worst” (3). In addition, Eugene’s mom asks if Elena lives in El Building, described as looking “like a gray prison.” This simile reiterates previous images of distance and dirtiness and allows the reader to see how immigrants might feel trapped in their lives. The conversation Elena has with Eugene’s mom is concluded by the mother telling her to “’[r]un back home now’” and shutting the green door on Elena (8). Because green, “verdeesperanza,” is identified as the color of hope in the story, when Eugene’s mother closes the green door on Elena, it symbolizes the way an intolerant society tries to block the hopes and dreams of immigrants. The effect on the reader of this climactic scene drives home the theme about intolerance of immigrants with a sadly emotional impact. The reader understands, in a more personal way, what it feels like to be on the receiving end of the kind of ugly bigotry that Eugene’s mother represents. We also feel the burning pain of rejection that Elena feels at being rejected merely because she is a Puerto Rican immigrant. The scene harshly illustrates the human injustice of bigotry and creates a sense of commitment on the reader’s part to a society more tolerant of immigrants—their hopes, their dreams, and their importance to American history.

Hook, Housekeeping & Homework FRIDAY Turn in your Symbolism draft homework into the basket NOW! Let’s have some fun… “Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn't.” – Mark Twain Homework: Outline and write a draft of your final, 3rd body paragraph on a passage from Chapters 15-22 this weekend!

Past, Present, FutureFRIDAY • Turn in Heritage Project Step 1 • Bless Me, Ultimaby RudolfoAnaya • Re-work Formative 1 and examine AND write Formative 2, body paragraph 2 (passage from chapters 10-14) + Practice Commas in Action (compound sentences) • Bless Me, Ultimaby Rudolfo Anaya • End of Novel: Symbolism Activity • Write the final (3rd) body paragraph on a passage from Chapters 15-22 this weekend! • Introductory paragraph (components & model) • Concluding Paragraph (components & model) • Editing – Commas in Action (Dependent clauses – “markers” A WHITE BUS) – Apply to Body Paragraphs 1 & 2 & 3

Unit 2: Literary Analysis Colorado Academic Standards 2. Reading for All Purposes 3. Writing and Composition Objectives: • to analyze literary components, including characterization and conflict, in historical and cultural context as well as connect texts to self • To develop, organize, and support a response to literature focused on theme as well as write about your own heritage and identity Relevance: • Close reading allows us to gain wisdom about life and a capacity for empathy. • Developing an understanding of cultural heritage helps us better understand literature, the human condition, and ourselves. Guiding Question: • How do authors use characters and conflict to develop ideas about what it is to be human? • Who am I and how can I best represent my heritage and culture through writing?

Activity: Brief Recap Genre: Coming-of-Age (AKA Bildungsroman) • Literature dealing with the adolescent's movement toward adulthood and the corresponding awakening to a new understanding of his/her self and the world around him/her • (A novel dealing with one person’s formative years and his/her spiritual or moral development) Characterized by… • Psychological loss of innocence of the protagonist (age 10-20) • Confrontation with the adult world • Moral challenges • Individual needs and desires vs. external • Pressures/expectations/norms • Failure/disappointment/awakening to limitations • Acceptance of the complexities and “grayness” of the world • Awareness of the Self • Now that you are done with the novel, what do you notice? What does it say about ‘change”?

Activity: Develop & Apply Purpose: to show what you know about the Bless Me, Ultimanovel and it meaning as a whole through pictures, symbols, and words Tasks: Symbolic Representation Poster • Have out your Individual Assignment: a small draft poster of ideas to share with your group prior to meeting with them. • Group Assignment: Working in small groups, create a visually rich poster that symbolically represents what you see as the key elements – characters, symbols, conflicts, thematic ideas – in Antonio's life. • Think visually/symbolically • Size matters • Aesthetics count • Explain ideas • Everyone contributes Outcome: Post your completed work by the end of the period Monday + See next slide

Review & ReleaseHomework Purpose: to show what you know about the conclusion of the novel and one of its overall themes Tasks: • Outline the passage support for a 3rd and final body paragraph • Write the ideas in paragraph form for Monday

Hook, Housekeeping & Homework MONDAY