1. Hook, Housekeeping & Homework Monday
How was you weekend? Did you go to Homecoming?
Have out your reading/writing notebook opened to your annotations of “A Quilt of a Country”
Homework: In your comp notebook, complete ARG Step 2 (notes) and Step 3 (reflection) for “A Quilt of a Country”

2. Past, Present, Future Monday
“A Quilt of a Country” – assigned paragraphs to annotate for op-ed & main idea
“A Quilt of a Country” – meet with your groups
Formative Assessment #1

3. Text Types Monday
Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task
Objective: you will be able to engage in a op-ed non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft.
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?

4. Instruction: Obtain We Do Monday
Purpose: to come to a consensus about main idea and craft
Tasks:
Meet with your same paragraph number
Share and compare annotation ideas and come to a common conclusion about the main idea of your paragraph
Discuss and select one craft tool that the author uses to best support the main idea
Share your visual images for the paragraph
Outcome: prepared to share knowledge with larger group

5. Instruction: Obtain I Do Monday
Main idea of my paragraph:
America is supposed to represent a perfect model, but it seems like this shouldn’t work because it is made up of so many different kinds of people.
One craft tool that the author uses
to best support the main idea:
Use of simile in title and text
quilt = America
fabric = various Americans
This allows the reader to see how things that
Don’t seem to go together can work.
Visual images for the paragraph

6. Instruction: Obtain We Do – You Do Monday
Purpose: to come to an understanding of the entire article’s purpose, main idea (and craft)
Tasks:
Meet in groups of 7 ( a person, hopefully, to represent each paragraph)
In order by paragraph, share the main idea of each paragraph and a significant craft tool used
Share your visual images for the paragraph
Once everyone has shared, discuss what you believe Quindlin’s purpose is for writing the op-ed and what her main point is about America/Americans
Outcome: purpose and main idea statement

7. Text Types Monday
Standard(s) 2.2 Reading for All Purposes: Engage in a wide-range of nonfiction to complete a task
Objective: you will be able to engage in a non-fiction text in order to identify, exemplify, explain, and respond to the title & author, purpose, audience, main idea, supporting details, and craft.
Relevance: If you understand how an author uses craft tools to forma 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?
Demonstration of Learning (DOL)
What is the purpose of the ARG? For what is it used?
Homework: If you do not finish the ARG today in class, finish it tonight

8. Hook, Housekeeping & Homework Tuesday
Have out your reading/writing notebook
Did you write a 5 or more sentence ARG Step 3: Reflection for the “a Quilt of a Country” article? If not, get to work!
Flashback
9/11: Rescue workers at Ground Zero
George W. Bush - 9/11 Bullhorn Speech
Homework: Formative Assessment #1 tomorrow; bring your notes and copy of “A Quilt of a Country”

9. Past, Present, Future Tuesday
“A Quilt of a Country” – met with your groups and shared main ideas, craft tools, and visuals (ARG Steps 2 & 3 as homework)
“A Quilt of a Country” – purpose and main idea of op-ed
Literary Analysis – feedback and considerations
Formative Assessment #1

10. Text Types Tuesday
Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition
Objective: you will be able to engage in a two different texts in order to identify, exemplify, explain different text types, main idea and the craft tools of those text types.
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?

11. Activities: Develop & Apply We Do Tuesday
Purpose:
To determine the purpose, main idea, and dominate craft used as supporting detail of “A Quilt of a Country.”
Tasks:
Sit in your shoulder partner pods of 4
Discuss your responses about author’s purpose and come to a conclusion. Send someone up to write the purpose on the board.
Do the same for main idea and craft
Outcome: an understanding of purpose, main idea, and craft in “A Quilt of a Country.”

12. Instruction: Obtain Content Rubric Tuesday
0 The student does not reach a standard described by any of the descriptors below. 1-2 … demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support. The use of terminology is missing, inconsistent, and/or incorrect. 3-4 … demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient. The use of terminology is sometimes accurate and appropriate. 5-6 … demonstrates sufficient understanding of the text and topic, and an awareness of the author’s choices using adequate detail, development and support. Terminology is usually accurate and appropriate. 7-8 … demonstrates a good understanding of the text and topic, and the author’s choices using substantial detail, development and support. Relevant terminology is used accurately and appropriately.

13. Basic Elements
Through the use of figurative language, Myer’s reveals in his poem “Push and Pull” that all immigration has been an on-going cycle. Myer’s uses the image of a “wave” as a metaphor for immigration. Just as waves roll from “different places at different times,” immigrants have come from different countries (England, Ireland, Mexico, China, etc.) during the past 200 years, many literally arriving on boats. The image of a “crashing wave,” as compared to a gentle, rolling wave, reveals not only the vast numbers of people that may come at one time but an acknowledgment that immigration at times, as the one on “our shores now,” may seem forceful and overwhelming. The metaphor illustrates immigration as a natural cycle.

14. 9-10 … demonstrates a perceptive understanding of the text and topic, and the author’s choices using consistently using substantial detail, development and support. The student shows a sophisticated command of relevant terminology and uses it appropriately.
John Myers’ interesting section of dialogue along with an almost clichéd use of figurative language in “Push and Pull” combine to convey the idea that immigrants are all subject to the same types of discrimination but eventually become part of America.
The fourth stanza of the poem contains four lines of grammatically correct dialogue, whereas the other four stanzas are grammatically incorrect free verse. One example of dialogue from the fourth stanza is, “Send them all back to where they came from." By including dialogue of this sort, Myers includes a glimpse of the faceless ignorance of the “native” population that immigrants undoubtedly endure. When the speaker demands that immigrants are sent “back to where they came from,” it seems that the speaker doesn’t really know or care wherever that may be, so long as it’s not where he lives. Such is the ignorance that Myers seems to be getting at with the dialogue: without walking a mile in an immigrant’s shoes, it’s really easy to tell them to go home, however horrible “home” may be.
As for figurative language, Myers relies on a hopelessly tired “giant pot” metaphor in the first line of stanza five. Sure, pots are used to prepare separate ingredients into a cohesive (and hopefully tasty) dish. The comparison works because, when one considers the different groups of immigrants that come to our country, whether it’s the Italian and Irish influx of the early 20th century, to the more media-focused influx of Mexicans from the south and Asians from the east, people of all sorts of cultures and creeds continue to do what they always have done: come to America for a better future. As such, they combine to make a familiar America: one full of cultural traditions that all combine to make a diverse, heterogeneous place of tolerance, after a while, that is.
All in all, Myers optimistic, almost persuasive poem is honest enough but almost a little too clichéd. However, its message about the cyclical nature of becoming “American” is comforting enough, so long you the reader isn’t an immigrant. For those folks, it’s probably a little too real.

15. Literary Analysis Model – “Push and Pull”
Below, you will find a model of literary analysis. It is broken into pieces for easier viewing. You should understand that analysis consists of four parts:
Identification
Exemplification
Explanation
Elaboration
What do you think these terms mean when it comes to literary analysis?
Today, you are going to compare your paragraph to the sample. However, before you do, we must annotate the sample very carefully, looking for craft moves the writer used to convey his point. Yes, you are looking for examples of those four items above, structural devices, and content ideas the writer used in this piece. If I were you, I might use a highlighter to color code what you think are examples of those four items above.

16. Analyze
John Myers’ interesting section of dialogue along with an almost clichéd use of figurative language in “Push and Pull” combine to convey the idea that immigrants are all subject to the same types of discrimination but eventually become part of America.
The fourth stanza of the poem contains four lines of grammatically correct dialogue, whereas the other four stanzas are grammatically incorrect free verse. One example of dialogue from the fourth stanza is, “Send them all back to where they came from." By including dialogue of this sort, Myers includes a glimpse of the faceless ignorance of the “native” population that immigrants undoubtedly endure. When the speaker demands that immigrants are sent “back to where they came from,” it seems that the speaker doesn’t really know or care wherever that may be, so long as it’s not where he lives. Such is the ignorance that Myers seems to be getting at with the dialogue: without walking a mile in an immigrant’s shoes, it’s really easy to tell them to go home, however horrible “home” may be.

17. Analyze
As for figurative language, Myers relies on a hopelessly tired “giant pot” metaphor in the first line of stanza five. Sure, pots are used to prepare separate ingredients into a cohesive (and hopefully tasty) dish. The comparison works because when one considers the different groups of immigrants that come to our country, whether it’s the Italian and Irish influx of the early 20th century, to the more media-focused influx of Mexicans from the south and Asians from the east, people of all sorts of cultures and creeds continue to do what they always have done: come to America for a better future. As such, they combine to make a familiar America: one full of cultural traditions that all combine to make a diverse, heterogeneous place of tolerance, after a while, that is.
All in all, Myers optimistic, almost persuasive poem is honest enough but almost a little too clichéd. However, its message about the cyclical nature of becoming “American” is comforting enough, so long you the reader isn’t an immigrant. For those folks, it’s probably a little too real.

18. Activities: Develop & Apply We Do Tuesday
Purpose: To prepare for Formative #1 by analyzing your SCR in relationship to the Content Rubric and teacher feedback in order to improve your response
Tasks:
Sit with your paragraph partner
Re-read your paragraph response as well as my comments
Ask clarifying questions
Re-write the paragraph based on the Content Rubric and teacher feedback
If another group finishes, swap paragraphs and provide feedback
Outcome: an understanding of the type of response you’ll need to write for Formative #1

19. Text Types Tuesday
Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition
Objective: you will be able to engage in a two different texts in order to identify, exemplify, explain different text types, main idea and the craft tools of those text types.
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?
Demonstration of Learning (DOL): What did you learn today about writing a SCR literary analysis?
Homework: Formative #1 tomorrow
Extension Activity: none

20. Hook, Housekeeping & Homework Wednesday/Thursday
Have out your reading/writing notebook
Have out a blank sheet of loose-leaf paper
In the upper right hand corner, write a proper heading
Your first name & last initial
My name (Mrs. Durland)
Course and period (E3H P___)
Date (9/11/13)
Homework: Re-read through the “Heritage Project: Assignment” sheet and discuss it with family

21. Past, Present, Future Wednesday/Thursday
Review of purpose, main idea, craft
How to write about main idea and craft (returned paragraphs on “Push and Pull”)
Formative #1
Returns/Grades
Introduction to Heritage Project
“American History”

22. Text Types Wednesday/Thursday
Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition
Objective: you will be able to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.
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?

23. Activities: Develop & Apply You Do Wednesday/Thursday
Do NOT write on assessment today.
Respond on your loose-leaf paper.
Purpose: to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.
Tasks:
Write the letter answers to the multiple choice questions and respond to the SCR question
When you are done, while you wait:
Turn in your answers AND the test sheet; pull any returned items out of the stack
Check your grade (posted by ID# on the wall); hold any personal questions until your own time
Take a “What Do You Think?” sheet and respond to the anticipation statements
Take your homework sheet “American Heritage Project” and read and annotate it
Outcome: preparation for next text

24. Activities: Develop 4 Corners
How did you respond to the What Do You Think Statements?
Go to the corner that best represents your response
Discuss with your group why you are there
Be prepared to identify, exemplify, explain/elaborate

25. Instruction: Obtain American Heritage Project
This project will be 90% on your own time!
Questions?

26. Text Types Wednesday/Thursday
Standard(s) 2.2 Reading for All Purposes AND 3.2 Writing and Composition
Objective: you will be able to demonstrate your understanding of the purpose, main idea, and craft of an op-ed article by identifying, exemplifying, and explaining.
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: Re-read the “Heritage Project: Assignment” sheet and discuss it with family

27. Hook, Housekeeping & Homework Friday
Consider the following statements from yesterday and either turn to a shoulder partner to discuss or respond in writing in your composition notebook:
People of one race cannot possibly understand another race.
Members of a family share certain values.
Political events have no impact on teens.
Parents know what is best for their children.
One small experience can change a person’s self-image forever.
Americans, of whatever backgrounds, are more alike than different.
I have never felt discriminated against because of my race, ethnicity , or culture.
Relationships within one’s own racial or ethnic group work out better.
What did you discuss/write? Share out as class.
Homework: Be prepared for a quiz over “American History” (consider plot elements)
What initial ideas do you have for your American Heritage Project? Have you spoken with anyone?

28. Past, Present, Future Friday
Formative Assessment #1
What Do You Think? Sheet - 4 Corners activity
Heritage Project Assignment – Due October 4th
“American History”” by Judith Ortiz Cofer
Continue “American History”” by Judith Ortiz Cofer

29. Text Types Friday
Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts
Objective: you will be able to engage in a fictional narrative text, identifying, exemplifying, explaining, textual evidence and craft.
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?

30. Activities: Develop Friday
Listen to the text “American History”
What type of text is it?
How do you know?
Add to your Text Type Notes in your comp notebook (9/4)
Fictional Narrative
Tells a story
Setting
Characters (characterization) - Dialogue
Plot: Exposition, Rising/Falling Actions, Conflict, Climax, Resolution
Theme (universal, central message about the world in which you live and/or what it means to be a human being in this world)
Figurative Language
Symbolism
Descriptive Writing

31. Activities: Apply Friday
Purpose: to practice your annotation skills with a fictional narrative
Task: return to the text and annotate (underline, circle, label and make notes in the margins) the following characteristics:
Setting (time and place)
Characters (characterization) – Dialogue
Plot: Exposition, Rising/Falling Actions, Conflict, Climax, Resolution
Theme (universal, central message about the world in which you live and/or what it means to be a human being in this world)
Figurative Language
Symbolism
Descriptive Writing

32. Activities: Develop Friday
Listen to the text “American History”
What type of text is it?
How do you know?
Add to your Text Type Notes in your comp notebook (9/4)
Fictional Narrative
Tells a story
Setting
Characters (characterization) - Dialogue
Plot: Exposition, Rising/Falling Actions, Conflict, Climax, Resolution
Theme (universal, central message about the world in which you live and/or what it means to be a human being in this world)
Figurative Language
Symbolism
Descriptive Writing

33. Text Types Friday Homework:
Standard(s) 2.1 Reading for All Purposes: Literary and historical influences determine the meaning of traditional and contemporary literary texts
Objective: you will be able to engage in a fictional narrative text, identifying, exemplifying, explaining, textual evidence and craft.
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?
Demonstration of Learning (DOL): What type of text is “American History”? What is the purpose of the text? How do you know?
Homework:
Be prepared for a quiz over “American History” (consider plot elements)
What initial ideas do you have for your American Heritage Project? Have you spoken with anyone?
Have a good weekend!

34. Next Week Quiz Fishbowl discussion (essay questions)
ARG “American History”
Wednesday Assessment?
Purpose: to consider the larger topic of immigration and the Heritage Project
Homework: Ask your parents, relatives, or guardians about your heritage and background.
When and why did your family come to the United Sates of America? To Colorado? To Colorado Springs? To your neighborhood?
What types of jobs have your ancestors/relatives had? What languages did they speak? What family stories do they know?
Who else could I speak to in order to find out more about our family ancestry?
If the answers are difficult to discover, that’s okay; that’s still information.

35. 10th Standards 1. Oral Expression and Listening
1. Content that is gathered carefully and organized well successfully influences an audience
2. Effectively operating in small and large groups to accomplish a goal requires active listening
2. Reading for All Purposes
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts
3. Writing and Composition
1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience
2. Organizational writing patterns inform or persuade an audience
3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process
4.Research and Reasoning
1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions
2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy