Transcript Unit 1a Power Point

Do Now: Helping Partners
1. 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?
2. Exchange numbers if you
haven’t already
Welcome to American Lit!
Grab a Bag, but DO NOT Open it!
Make a Guess….
What’s in it?
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…
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
and contact info
Best time to call
Your contact info (email, cell)
*put a star next to the
contact method you prefer
YOUR NAME
(+ the name you prefer)
Do you have reliable internet/computer
access at home? If not, how often can
you get yourself to a library (for both)
or a Starbucks (for free wi-fi)?
Do you have a job?
--if yes, where?
--if no, are you
planning to get one?
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
Due
Thursday!
to show how you are American
Why American?
• Our First Project:
Your assignment is to write a multiparagraph 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.
So What Are the Details about Quarter
One?
Check out the Syllabus!
How does this image juxtapose the promise and
the reality of the American Dream?
Did Someone Say Summer Reading?
Our Last Definition Essay:
Your assignment is to write a multiparagraph 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.
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?
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
Do Now
1. Sit with your partners
2. Take 5 minutes to look over your bag:
1. Is it complete?
2. Does it represent you as an American?
3. How will you explain this to your partner?
Mrs. Healy’s Class
What does
this
mean?!?
Interviews
1. Share your bags, and take notes about
what your partner says about their bag
2. Be prepared to introduce your partner’s
bag
BAG INTRODUCTIONS!
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
Exit Slip
1. Thank your partner for any help they
have given you
2. Put your notebooks in the correct
cabinet
Do Now
• Grab
– 1 Springboard Book
– 1 Highlighter/Marker
– Your notebook
• Sit next to your partner
• Write your name in your Book
Journal Set-up
Journal Set-up
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!
How to Write a Definition
Synonym: providing
a synonym of the word or
concept that has a similar
meaning to add clarity
Formal definition: providing
a formal definition of the word
from a dictionary that offers a
succinct explanation of the
word or concept
Ex:
• Nationalism
• Partisanship
• Devotion
Ex:
• Love for or devotion to
one’s country
What about
PATRIOTISM?
Extended Definition
• Exemplification
– examples of patriotism
Examples?
Pg. 6
• Function
– what patriotism acts like or functions as
• Classification
– categorizing by type or kind of
• Negation
– what patriotism is not
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.
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
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?
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?
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
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?
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.
SHARE
• What criteria should we use for identifying
quality details support from the text?
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.
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?
PP 12-15
Diction + Imagery = Tone
Title
“I Hear America Singing”
“I, Too, Sing America”
“America”
Tone
Celebratory, praising,
optimistic, hopeful,
patriotic, admiring,
triumphant, hearty,
vibrant, strong,
chauvinistic
Diction & Imagery
“Singing,” "carols,”
“strong melodious songs,”
“mouths open,”
“mechanics … each one
singing … / Blithe and
strong.”
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.”
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?
“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!
Conversation Round Table
1. In your box,
Summarize the
tone of the
chunk, list
words and
images that
show this
A: Chunk 3
B: Chunk 4
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
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!)
What About Sentence Structure?
Sentence Number
First Four Words
Verbs
# of
Words/sentences
1
As one of the
Speak
9
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
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
Think
•What does it mean to be an
American?
•What makes an American unique?
•What characteristics or traits do
Americans share?
Pair:
Share !
Your Ideas
Your Partner’s Ideas
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
Defining “American”
Springboard Book, pg. 28
1. Skim read:
– Highlight words
– Find the thesis
– Figure out the structure of the text
2. Read along with me, using meta-cognitive
markers:
? = unknown word or question about content
! = Important idea
* = Something you could comment upon
Defining “American”
3. Answer the following:
1. Does the author seem to approve or disapprove
of “Americans”?
2. How does he classify Americans? (answer on pg
30)
•
•
What TYPE are they?
What do they DO?
3. What elements of the article do you agree with
and disagree with?
Exit Slip
your bags
• What benefits do you see toDon’t
theforget
“Read
3are
due tomorrow
Times” method?
• When would that method be most useful?
• What are the drawbacks to “Read 3 Times”?
• When would it not be useful?
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, MexicanAmerican, and so on. How do you define
yourself?
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
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
Here’s the Quote
• “I had not been able to imagine before what it
must have felt like to be an American—to
know absolutely that one is an American—and
yet to have almost everyone else deny it. Not
only deny it, but challenge that identity with
machine guns and troops of white American
soldiers.”
• Summarize it, then Paraphrase it…
Do Now: Writing Journal
• Explain the difference between a
responsibility and a right.
• Do all people living in the United States have
the same responsibilities and the same rights?
From the Four Freedoms & Bill of
Rights, pp 43-47
Four Freedoms
Bill of Rights
• As you listen to the speech, look specifically for the way the
writer defines and refines the meaning of the word freedom.
Socratic Seminar
• Pre-seminar questions:
– Why is freedom so important to Americans?
– Which of the freedoms mentioned in the text is
the most important? Explain.
– To what extent are we as individuals responsible
to ensure that all Americans have their rights and
freedoms?
Socratic Seminar
• A successful seminar depends on the
participants and their willingness to engage in
the conversation.
• The following are things to keep in mind as
you participate in a Socratic Seminar:
– Talk to the participants and not the teacher or
seminar leader.
– Refer to the texts to support your thinking or to
challenge an idea.
– Paraphrase what another student has said to
make sure that you understand the point before
challenging the opinion.
Do Now: Vocab Journal
• Define the following using whatever source is
available to you:
– Imagery
– Iconic
• Think: How do these two words relate?
Let America Be America Again
pp 37-38
• Highlight the most powerful image to you as a
reader
• Answer:
– What made it powerful to you?
– What point was Hughes trying to make by using
the image?
Explain the strong emotional response
that this image activates. What makes
it an iconic American image?
Find your own iconic American image.
• You will submit an image for your classroom’s
Gallery of America and provide an explanation
of your choice to share with your fellow
students.
• To be Iconic,
– The image is widely recognized as representative
of a significant historical event.
– The image evokes strong emotional response.
– The image has been reproduced across a range of
media, genres, or topics.
Do Now
• Sit in Groups of Four
• For each group, Grab:
– A poster paper
– Markers (different color for each member)
Group Posters
• Divide the Poster into the six parts of a
definition:
– Synonym
– Formal Definition
– Exemplification
– Classification
– Function
– Negation
To define by negation means explaining what something is by showing what it
is not. Using negation helps to contrast your definition with others’
definitions.
Group Posters
• As a group, Read “What is Freedom” pp 48-49
• Find evidence of each part of definition, and
write it under the correct heading on your
poster.
– Be sure to leave space under each heading, you
will be adding to it!
• Be sure to have everyone write, in their own
color, too!
Group Posters
• After reading, add to the definition of
Freedom
• Under the correct heading on your poster, put
in your own ideas about Freedom.
• Be sure to have everyone write, in their own
color, too!
Embedded Assessment 1a
• 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.
Rubric p. 52