9/26: Work day to find quotes / prep for essay test.
Possible Prompts: 1. Neither Melinda nor Junior have a great start to high school. Both struggle with low self-esteem, and they have vastly different ways of handling this. Compare and contrast the ways both characters were able to finally find a voice or self-acceptance by the end of the novels. Choose at least 3 specific actions the characters took, using at least 1 direct quote in each body paragraph. 2. Both Melinda and Junior feel out-casted at times. How do other people’s expectations and perceptions influence them? (their actions, self-esteem, their goals, etc.) Use at least 1 direct quote in each body paragraph. 3. Speak and The Absolutely True Diary of a Part-Time Indian have both been banned from various middle and high schools. In the first body paragraph, explain why adults may want to ban these books. Then, explain why you think these books should or should not be taught to freshmen. You might consider doing one body paragraph per book, using specific examples. Each paragraph should contain at least 1 direct quote. 4. Choose one theme (topic + what about the topic) both books have in common and prove it using examples from both novels. Use at least 1 direct quote in each paragraph. 5. In what ways did art help both Melinda and Junior find their voice? Explain using specific details from the novels and at least 1 direct quote in each paragraph. 9/27: In-class ESSAY TEST. Students have 65 minutes to write their essay; due at the end of class. 9/28: Look at sample narratives, rubric 9/29: Children's Book Activity again (practice different writing techniques using various children's books as a mentor text) 9/30: Sentence fluency activity
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9/19: ATDPTI is due. Class fish bowl discussion.
9/20: Internal/external expectations activity 9/21: Annotated Bibliography 9/22: Brainstorm narrative topics, children's book activities 9/23: Bullying Presentation by the counselor 9/12: Read an article about Banned Books
Write an annotated bibliography entry together 9/13: Break into groups, read an article related to ATDPTI (Bullying, Alexie biography, Spokane Tribe info, Education on Reservations, "Indian" as mascot, teen suicide) Write an annotated bibliography entry as a group 9/14: Read "Visible Darkness" article and Alexie's response article. Choose one to write an annotated bib on (formative grade). Also write a paragraph explaining which opinion piece they agree with and why. 9/15: Analyze Melinda from Speak; finding quotes to support her different character traits. Creative Tree Project is Due. 9/6: Quaker Read over Speak
9/7: Motif/Symbol notes, work in small groups to track the symbols/motifis in Speak 9/8: Create themes in small group, war of the themes debate, PICTURE DAY 9/9: Creative Tree Project assigned, Reading Day for ATDPTI Here are example trees/inspiration. Here are some more. Sample paragraph using the tree below as an example: "My tree is a weeping willow, bent from the weight of the world. Just like my black hair hangs down over my eyes, the leaves on my tree represent how I feel weighed down by everything around me: my parents' divorce, the anxiety of getting good grades, by changing friendships. But even through all of that, there is a secret, not as obvious or large, part of me that seeks to be different. Just like the multi-colored leaves trying to branch out, I like to take risks and be myself when I feel comfortable enough to do so." .... Could also explain: why the sunset? Do the colors mean something specifically? Why used water colors? etc... |
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May 2018
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