ECD&I Gill-2 Assignments

A reminder that we will: 
Have an in-class essay on Raisin in the Sun. (You will receive the prompt that day and have an hour to complete it.)
Have a publishing party for the personal essays. Unlike the other one, we will have the essays on devices so that if there are links in their "Thank You" acknowledgements, we can watch/listen (bring airpods/headphones if you have them). If you are able, please sign up to share a snack.
If time, have a reflection assignment/notebook check.

Everything must be on one Google Doc where I can see the "history." When complete, upload to turnitin.com

Finish the second page (so whole thing) by Monday's class.

(We will be considering Mama and Big Walter's history in relation to this chapter)

1. Read, annotate, decide what you think is the "heart" of the poem
2. Do a S/M/M for the "Heart of the Poem" on Kami or a doc
3. Be ready to discuss why you think Lorraine Hansberry took lines from this for her title.

notice/wonder/think AND S/M/M with "The Heart of the Poem"

Scene 2 
4. How did Ruth find out Walter hadn't been going to work? Where had Walter been going instead of to work?
5. What did Mama decide to do for Walter, and why do you think she does this?

1. What was Beneatha's family doing when George came in?
2. What did Mama do with her money?
3. What was Walter's reaction to Mama's purchase? Ruth's reaction?

Choose one of the following questions and explain your answer with evidence from the text and your thoughts:

How does Ruth feel about her pregnancy?
How does Walter describe his frustration to his Mama?
How does Walter disappoint Mama at the end of Act I?

Change the concrete detail to red/burgandy and her commentary to green. (I started on the first paragraph.)
At the end, comment about how much detail vs. commentary she used, and how her specific detail helps the reader SEE her.

This should be AT LEAST two pages, double-spaced.Reminder: You could choose a time that was memorable or significant—perhaps a time you had to grow up, a time you were filled with excitement, a time you fell in love (with someone or something), a time you suffered a loss, or a time you learned something, a time you learned about your ancestors or your community. How does this connect to (aspects of) your identity? 

You are not telling your life story, but you ARE revealing parts of your authentic self.

(And don't forget to use some specific verbs. :-))

Complete the chart by the end of class.

Read the opening description of the setting to where Travis returns from the bathroom and tells Walter (Daddy) to hurry and go.
In a paragraph, describe the setting and how it reflects the family. Consider how the apartment helps characterize the family.

Common Cultural Experience: a "truth" or human experience in a text that the represents beliefs, customs, and values shared among a group of individuals or culture within a specific timeframe. (For example: In the beginning, Dean states that 12 is when we start to figure out who we are. In US culture, this is around the age that most people begin to move out of childhood and understand more about the larger world. Dean is more aware of adult issues, but still doesn't entirely understand them.)

Read the following from A Different Mirror: 
"Leads a Children's Crusade" P. 121
"Courageous Clara Lemich" P. 235
"Double V for Victory" P. 293

Then, in a document, briefly write about two of the above, and how they defy the "Master Narrative" or "Single Story." (Page 6 of A Different Mirror discusses this, as well as the Ted Talk from last week.) For the third, write a paragraph about how the person defies the master narrative, including specific examples from the excerpt.

I notice/I wonder/I think!

(This is just for me)

Read each student essay. In a document, explain: 

What connects the author to their past? Is it an object or something else?
What does that “thing” represent to the author? What does it remind this person of about themselves, their identity, or their personal history?

Create the following in your notebook (you can skip or adapt as you see necessary). Then take a look at your social identity wheel. And, in your notebook, consider how your two wheels are similar, different, work together to make you YOU, and perhaps where parts of your identity might be in some tension.

A reminder that you should: 
1. Have a system/method that makes sense to you
2. Include section titles and information from each section
3. Include color (perhaps as part of your system--ie, red for violence) AND symbols
4. It should make sense and include information that you can explain, but it does NOT need to be "pretty;" these are notes, not a presentation.

I notice/I wonder/I think

1. Who is the audience and what is her central purpose? What conflicts emerge? 
2. Choose three quotes that use specific detail and explain how the details add to your understanding of the essay.

How does Zauner use detail to help you understand her feelings and thoughts?

It will include basic information, plot, characterization, and conflict. It will have both a multiple choice and a writing portion.

You will not be sharing this with the class.

It will include basic information, plot, characterization, and conflict. It will have both a multiple choice and a writing portion.

READING STRATEGIES:

Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.

This is for me and you and not visible to classmates.

This will mainly be about plot points and general ideas to incentivize keeping up with the reading. :-)

Don't upload here until after you print.

You can either print your essay at home, in the library before class or at the beginning of class. If you would like to bring snacks to share with the class, you may. (Ms. Gill will have Ginger Ale and glasses for toasting, napkins, and possibly snack foods.)

Be ready for a reading quiz

Complete at least the first reader

Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.

Have at least an intro and two body paragraphs drafted before class on Tuesday; we will have time to work on the rest in class on Tuesday. 

Watch the attached TED Talk from Maysoon Zayid. Then, respond to the following on a google doc: 

1. A paragraph about what do you think is her central purpose, who is her audience, and how she supports her purpose.  

2. Then in a couple of sentences: how do you think Zayid might define success? How might her personal background influence her idea of success?

The Purpose & Audience slidshow is on my website under Unit 1; the Study Skills one is on it under the resources/notes tab. 

Complete on a new document and upload here: 
1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is, and explain why you think that is the purpose. 2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger. 3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.

answer on a google doc

answer on a google doc

Annotate with a few I notice/I wonder/I think statements, and then on a separate doc, answer: 
1. Who do you think is her main audience? Why do you think that is her audience? 
2. What is her central purpose(s) and how does she support the purpose? Explain with a couple of brief quotes. 

Annotate with I wonder/I notice/I thinks---then write a bit about how this relates to Quiera Alegria Hudes's essay.

You want to do this on the second 1/4 of the book (so 1/4 to 1/2). We will have some time in class to do it.

Do your best. Your grade for this assignment will depend on if you put in time and effort. We will use class time to complete it. 

You want to have read about half of your memoir today so that you are ready to write about more.

Annotate with I wonder/I notice/I thinks---then consider how language can be part of identity

You want to have read about half of your memoir today so that you are ready to write about more.

You will have some time to work on this in class

aim for finishing 1/5-1/4 of your memoir (or more) and bring your book to class. We will have a writing assignment that we will start in class.

Your paragraph should be at least 6 sentences. Be sure to include:
What is the author’s central purpose? How do you know?
What details support the author’s purpose? (Include at least two quotes in your response, but make sure you explain each quote.)

Annotate with "I wonder/I notice/I think . . ." 

Rephrase/combine to narrow down each category (up to about 10 of each).
HIGHLIGHT your group's top four rights and responsibilities

Your paragraph should be at least 6 sentences. Be sure to include:
What is the author’s central purpose? How do you know?
What details support the author’s purpose? (Include at least two quotes in your response, but make sure you explain each quote.)

This will NOT be shared with the class. Complete in your notebook, please.

Read the following personal essay. On the Kami doc, mark and comment on aspects of the text that you: 
NOTICE for some reason
WONDER about
or THINK about.

Respond to this in a google doc.