ECD&I-Gill-6 Assignments

VOL 3 Submissions to Voice Box, SPHS's art and literary magazine, are now open!
Anyone can submit creative writing, art, and more-- we like surprises.
Simply visit sphslitmag.carrd.co and click on the first image you see. 
Submissions will close on December 20.

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

We will be considering Mama and Big Walter's history in relation to this chapter--include that in the notes somewhere.

1. Read and 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"

Look for details (cite page numbers) and their dreams.

Choose one of the following questions and explain your answer in a few sentences 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?

Choose one of the following questions and explain your answer in a few sentences 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?

You should include clear paragraphs, at least a few examples of some sort of figurative language, and a thank you poem.

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.

Change the concrete detail to red/burgundy 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
Then, return to your essay and make sure you have specific detail. Have your latest draft ready for class

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

Then, in a document, write about how each defy the "Master Narrative" (page 6 of A Different Mirror) or "Single Story (video)."

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.

Have at least 6 "I notice/I wonder/I think" and be ready to share

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.

I notice/I wonder/I think and comment on at least two aspects of figurative or poetic language

Annotate with I wonder/I notice/I thinks (at least 4)---
How can you connect this to "Mother Tongue"?
How can language can be part of identity?

Annotate I notice/wonder/think (at least 5-6)
On a google doe: Who is the audience and what is her central purpose? What conflicts emerge? 
Choose three quotes that use specific detail and explain how each detail adds to your understanding of the essay.

Annotate with at least 5-6 I notice/I wonder/I think statements

How does Zauner use detail to help you understand her feelings and thoughts? Explain in a pragraph and upload.

I notice/I wonder/I think! (at least 3)
Then, comment (on the document) on at least three examples of figurative language (metaphor, simile) that Acevedo uses to explain aspects of her identity.

Annotate with I wonder/I notice/I thinks. (at least 5)
On a google doc:
1. Define "mother tongue."
2. Tan says that experts believe that a person’s “developing language skills are more influenced by peers”; yet she thinks that family is more influential, “especially in immigrant families.” Do you think family or peers exert more influence on a person’s language? Explain.
3. What do you think is the central purpose of this essay? Explain.

Meet with me about your notebook

READING STRATEGIES:
Identify and comment on theme: A theme is a central, unifying idea. It’s the bigger issue that emerges as the characters pursue their goals. It has less to do with whether they’ll win the race, or get the date, or find the treasure, and more to do with the deeper questions and conflicts about identity, philosophy, or morality that arise during their attempts. It is not the "moral of the story" but it could be questions about life or people that it brings up. (For example: While Lightning McQueen's falls out of the truck and up in what he initially believes is the wrong place, the detour leads him on a more meaningful journey. He meets new cars and creates new relationships, which ultimately questions whether fame and winning as important as we initially thought.)
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.

READING STRATEGIES:
Identify and comment on theme: A theme is a central, unifying idea. It’s the bigger issue that emerges as the characters pursue their goals. It has less to do with whether they’ll win the race, or get the date, or find the treasure, and more to do with the deeper questions and conflicts about identity, philosophy, or morality that arise during their attempts. It is not the "moral of the story" but it could be questions about life or people that it brings up. (For example: While Lightning McQueen's falls out of the truck and up in what he initially believes is the wrong place, the detour leads him on a more meaningful journey. He meets new cars and creates new relationships, which ultimately questions whether fame and winning as important as we initially thought.)
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.

Add at least 3 "I notice/I wonder/I think" statements and other thoughts. (Use Kami)
NOW: add a comment about imagery and/or figure language in each stanza (except perhaps the last one)

Add more I notice/wonder/think post-its

Create the following Identity Wheels in your notebook (you can skip or adapt as you see necessary). First, do the "Personal" one. Then create a second one, read through the Adapted Social Identity Wheel descriptions, and fill in the spikes with you groups. In the middle (or below it) write the three that you find most important to you. Then, compare the two wheels. 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.

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.

* either on post-its or in your notebook w/page numbers

Don't upload here until after you print.

Find someone who is ready to peer read, and exchange essays via email. Do the second page if you have time.

Complete the book review form for your memoir in a Google doc, then upload to turnitin before you turn it in here.

How you define success in high school and generally how you plan to do it. Include which of our sources you plan to include.

Watch the attached TED Talk from Maysoon Zayid. Then, respond to the following on a google doc: 
1. What do you think is her central purpose, who is her audience, and how does she support her purpose?  Explain in several sentences.
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?

As long as you do your best, you will receive an A for the first one. I will also call you up to discuss your score throughout the next couple of weeks.

If so, say what. If not, say that it is okay as is!

3/4s read by Sept. 16; done or nearly done by Sept. 22

On post-its or notecards (if not post-its, add page numbers) have at least 5 total "I notice . . . " "I wonder . . ." "I think . . ." statements. You will use them for an assignment in class.

On post-its or notecards (if not post-its, add page numbers) have at least 5 total "I notice . . . " "I wonder . . ." "I think . . ." statements. You will use them for an assignment in class.

Yellow highlights are where I need clarification.
Determine which rights and responsibilities are the most important.

Pick a person/people to present/explain your groups decision.

Answer the following on a doc: 
1. What is his central purpose or point? Explain. 
2. Who was is his audience? Why do you think so?
3. How does he use specific details to support his point? Explain and include brief quotes.

1. On a google doc, take notes on each anthem and who has claimed the anthem. 
2. Decide on a couple of personal athems and list them on the doc. What songs speak to who you are as a person?

Introduce yourselves and create a shared document with everyone’s name on it. (top left of page)
Share (and take notes on the document) of what you each considered when writing about an ideal classroom. See if you have overlapping ideas, and if necessary, expand on others’ ideas.
After you have discussed all of this, discuss what sort of rules or guidelines would help create this classroom atmosphere.
Finally, start to come up with ideas about statements that begin: “We have a right to . . . “ or “We have a responsibility to . . . “

Complete on a new Google doc and upload here. Use complete sentences in your responses. 
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 in a few sentences.

Read the attached 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.

You can highlight or underline a passage and then use a text box to write your comment. Begin the comment with "I notice . . ." "I wonder . . ." or "I think . . ."

You should have at least five total comments.