Hook, Housekeeping & Homework Monday

Hook, Housekeeping & Homework Monday • Turn in your Heritage Project Sheet for Step 1 to the front table • Returns • Homework: Continue to work on and revise ARG Steps 2 and 3 for “American History.” Your Formative 2 is this week. • Next Heritage Project Step!

Past, Present, Future Monday • “American History” Socratic Seminar • “American History” ARG (theme) • “American History” ARG (craft tools) • Book Talks (Periods 1 & 7 Tuesday; Periods 4 & 5 Friday) • “American History” Formative (ELP/Friday)

Text Types Monday Standard(s) 2 Reading for All Purpose Objective: you will be able to determine the purpose, audience, main idea, supporting detail, and craft of a text. Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain I Do – We Do Monday • Purpose: to come to an understanding of the ARG elements for “American History” • Tasks: • Look at returned quiz and discuss plot elements • characters/characterization: What do statements (supporting details) on the quiz reveal about characterization? • Conflict: what are the differences? Model “Push & Pull” – You try for “American History” • What is the text type? Poem – you try for “American History” • What is the text about? (subject) immigrants/immigration, discrimination – you try for “American History” • What is the author’s purpose regarding the subject(s)? (consider text type, too) To illustrate the immigrant cycle and experience – you try for “American History” • What is the author’s main idea? Note that ARG says for fiction that this is looked at in terms of “theme”; that’s where we are headed next, but give this a shot… Cycles of immigrants all eventually become part of the US – you try for “American History” • Outcome: Parts of Step 2 ARG identified

Instruction: Obtain I Do – We Do Monday Theme • Theme is a central, underlying idea in a text--story, play, poem, essay, movie, etc. It conveys what the author sees as important truth or lesson about life, human nature, or the world we live in. Theme is usually implied rather stated explicitly; the reader must infer theme from the evidence and details of the text. Model “Push and Pull” • Societies often fear things that bring change to their ways of life. • Many American have feared the various influxes of immigrants of the years. Handout

Activities: Develop & Apply • If Time Allows… • Purpose: to practice the active reading skill of inference • Tasks: • Read the “Activity: What can you infer?” graphic organizer directions and examples • Complete the graphic organizer by… • giving an example of text evidence • identifying the craft used • explaining how the example shows a disparity between whites and immigrants • Outcome: an understanding of how Ortiz Cofer uses craft to show the disparity between whites and immigrants

Text Types Monday Standard(s) 2 Reading for All Purpose Objective: you will be able to determine the purpose, audience, main idea, supporting detail, and craft of a text. Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose. Essential Question(s): How do I know what the type and purpose of the text is? • Homework: Continue to work on and revise ARG Steps 2 and 3 for “American History.” Your Formative 2 is this week. • Next Heritage Project Step!

PPLD & Palmer Library Book Talks Tuesday/Friday Standard 2 Reading for All Purposes Periods 1 & 7 Tuesday Periods 4 & 5 Friday Assignment due at the end of class (read it while you wait for attendance) Book due next Monday the 30th Step 1 Heritage Project was due this past Monday! Step 2 due Wednesday this week! Formative Assessment 2 this week! “American History”

“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday) Standard 2 Reading for All Purposes Purpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support theme Task 1: While you wait, open your notebook to the “American History” Theme handout given Monday. Look at Step 3 (2nd one!) where you examined the statements for “A Quilt of a Country.” Compare your responses to those below. Questions? • America’s diversity X not a complete sentence; “diversity” would be a topic or subject • America is a diverse nation. X not a universal idea; “diversity” would be a topic or subject • America is the melting pot of the world. X cliché • America’s diversity is part of its strength. + complete sentence; moving towards universal; can be supported through craft tools: metaphor, historical references, expert quotes

“American History” Periods 4 & 5 Tuesday --- (Periods 1 & 7 Wednesday?) Purpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support theme Task 2: • Open your comp notebook to your ARG notes for “American History” • Turn to a shoulder partner and discuss the theme statement that you wrote • Select one and write it on the board • Examine the theme statements written on the board by your peers; use the 4 criteria for “writing theme statements” to discuss their accuracy; be prepared to share ideas

“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday) Purpose: to determine theme for “American History” and identify fictional narrative craft tools that are used to support theme Tasks: • Brainstorm: What craft tools are most often used in a fictional narrative? • Brainstorm: What craft tools do you see in “American History”? • Identify a craft tool that supports an important theme for the story that you have identified • Identify two specific examples of that craft tool being used in the text • Explain the following: • What is the craft tool? • How/why do authors use this craft tool? • What does it mean in “American History”? How is it used in “American History”? • Why is it used in “American History”? How does it support the theme?

“American History” Periods 4 & 5 Tuesday --- (Periods 7 Wednesday) Model “A Quilt of a Country” • Identify a craft tool that supports an important theme for the text that you have identified: figurative language • Identify two specific examples of that craft tool being used in the text: 1. “America is an improbable idea.” 2. “What is the point of a splintered whole?” • Explain & Elaborate: • What is the craft tool? • 2. figurative language, metaphor/oxymoron (also a repeated question) • How/why do authors use this craft tool? • to draw a comparison to help the reader understand the subject • What does it mean? How is it used in “Quilt of a Country”? • splintered means to be a sharp piece that is splitting off from the whole, like a slender piece of wood • used to show the seeming contradiction, how can an object be split off yet whole? • Why is it used in “Quilt of a Country”? How does it support the theme? • to show the division and even hatred between various races & ethnicities that exist in America, but that we can still be one nation working together • these divisions may be hurtful but are not unfixable • this is the “improbably idea”

Heritage Project Wednesday/Thursday - All Periods • All 4 Standards • Step Sheet (in your possession) • Assignment & Rational Sheet (in your possession) • Rubric (today) Step 3 • Basic Format • http://owl.english.purdue.edu/owl/resource/747/05/ • Interview • http://owl.english.purdue.edu/owl/resource/747/09/ • Electronic • http://owl.english.purdue.edu/owl/resource/747/08/ • Page • http://owl.english.purdue.edu/owl/resource/747/12/

Heritage ProjectText Type Models My family’s story Family History – Family Tree (non-fiction) Short Story (combine non-fiction & description) Poem (creative) Interview to Essay (non-fiction, infomrational)

Short Story: “Pride”The trunk containing all of the personal items she owned in the world weighed slightly more than the 15 year girl. She leaned over it, grasping the handle tightly and pulled it toward her. Looking around the deck of the ship for help, she realized her needs were minimal compared to the many young parents juggling babies and small children with one arm and heavy loads with the other. There were elderly people slumped on the deck, using their stuffed trunks and suitcases to prop up their travel-weary bodies.The train ride at least offered a backrest for the four days it took to travel from New York to Missouri. St. Louis, she mused. A French city. To travel so far, spend all of her family’s savings, and arrive at a city that may as well have been a day’s train ride from her home in Germany. At least she could speak a little French, unlike the harsh, rapid language of the New Yorkers. But her family’s friends had written about the wonderful opportunities. Anyone could go to school if they filled out the papers and proved they could speak and read English well enough. She had rehearsed until the foreign words rolled off her tongue. She begged her younger siblings to ask quiz her on the immigration questions. She would be ready. Sound confident and smart.She brought her great aunt’s hospital uniform, a once-white garment now the color of a sky threatening rain. The garment had seen many patients, some having died clinging to the long, stiff sleeve. And now people would speak her name, Charlotte, with pride, just as they spoke of her great aunt.

Poem: Sailing Hope a carefully laid plan inside a trunk worn smooth corners in constant motion pressed against others dreams no smaller fears no greater sailing toward hope alone on deck crowded with anticipation her family's expectations her clear pursuit to become someone stand out on foreign shores the brave one Poems must be accompanied by a detailed explanation of the symbolism, word choice, and imagery used in the poem.

Nonfiction Informational Article From Immigrant to Educator by Leslie Wolken In the late 1800’s, my great grandmother, Charlotte Wellpot, left her homeland in northeast Germany to begin a new life in the United States. She was only 15 years old, but her family supported her decision to leave Germany and pursue an education in America. Charlotte was determined to go through training as a nurse and find a job in St. Louis. Many other Germans from her home town had emigrated to southern Illinois and eastern Missouri. St. Louis was the largest city in that region. Chicago was another possibility, but Charlotte had more connections with people in St. Louis. She completed nurses training in St. Louis, but didn’t limit herself to simply working as a nurse. With three other young nurses, all of whom were single, she started a hospital in the heart of St. Louis called Deaconess. The four nurses began a nurses training program at the hospital, and young women would live in dorms at the hospital while they trained to be nurses. They were only allowed personal time on Sunday afternoons and evenings, following church services. The training program was intense, but young women earned the status of RN (Registered Nurse) in three years, instead of four years. This tradition of intense training lasted at least until the 1960’s, when two of Charlotte’s granddaughters trained to be nurses at Deaconess Hospital. Author’s note: The younger of those granddaughters is the author’s mother.

Heritage Project Rational Rationale: In addition, you will write a 200-300 wordrationale that explains: 1) why you chose the text type you chose; 2) how you used the conventions or craft tools of that text type to develop the story; 3) a larger theme or main idea in the story; and, 4) what you learned in the process of completing the project (about your ancestors, or the role of immigration in America, or the power of the text type you chose, etc.)

Formative #2 Period 1 & 4 Wednesday - Period 5 Thursday - Periods 7 Friday Turn in your Heritage Project Step 2 to the front table! Purpose: Standard 2 - to show your understanding of text type, content and craft Tasks: • Have out a pen/pencil, your copy of “American History,” any notes you have on “American History,” and your Formative 1 if you’d like • Complete front and back of formative (make sure to explain your choices for #5) Outcome: turn in formative for assessment When you are done… • You should take a Heritage Project Assessment sheet and read through it. Feel free to annotate it and write any questions down you have for me • You may work on your Heritage Project or read your book if you have it with you.

True Grit Friday Period 1 HOLD ON TO YOUR WORKS CITED PAGE FOR MONDAY! Purpose: to hear a story of how a person built his/her life on sweat, courage, and personal determination Tasks: • Take a question sheet and write you name on it • Go to the Lecture hall and fill in the rows from front to back as a class • Respectfully listen to the story of Brian Corrado: The Courage to Serve • Complete the question sheet by the end of the period and turn it in Outcome: reflect on instance's of sweat, courage, and personal determination in your own life; consider students to nominate for Faces in the Crowd

Hook, Housekeeping & Homework Monday