1. Hook, Housekeeping & Homework Monday Did you turn in your completed Student Information sheet (with the 2 truths, 1 lie at the bottom)? If not, turn it in to the front table now. Did you check out my SharePoint web site? File Cabinet = per week handouts "What’s in a name? That which we call a rose / By any other name would smell as sweet.“ Open up your composition notebook. While I’m taking attendance, free write a response to the following: How did you come to be named? Who made the decision about your official name? What nicknames do you have/had have? How did they come about? What names do you like or dislike and why? If you could pick out your own names, what would you select? Homework: Research your name (nickname or friend/family member’s name) – see assignment sheet

2. Past, Present, Future Monday Introduction to Class Policies & Procedures with information sheet “Eleven” by Sandra Cisneros Close reading : What did you notice? Copy Change/Imitation “My Name” by Sandra Cisneros Close reading “My Name” by Sandra Cisneros Copy change

3. Creative Non-Fiction Monday Standard(s) 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to read closely to identify content and craft Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) How do our experiences shape us? What is the significance of a mentor text? What can I learn from another writer’s craft? How does figurative language enhance the writer’s intended meaning?

4. Instruction: Obtain I Do (Paragraphs 1 & 2) Monday Purpose: you will be able to read closely to identify content and craft Task 1: Annotate the text What do you notice? As I read paragraph 1 aloud, consider the following: 1.What happened (events)? What is this paragraph about? 2.What emotions/feeling/attitudes are expressed? What is the author or narrator’s attitude towards the subject matter (tone)? 3.What big or universal idea might be present? In other words, what is the significance (who cares) of this paragraph? Task 2 What do you notice? Focus on writer's craft now. descriptive language and details (What personal details does the passage include? What cultural information is included?) Imagery (see, hear, smell, taste, touch) figurative language (simile, metaphor, personification, hyperbole) sentence structure.(fragments, simple sentences vs. complex sentences, questions, declaratives, imperatives, punctuation) Outcome: Ability to practice this analysis with small groups

5. Activities: Develop & Apply We Do (P 3&4) Monday Purpose: you will be able to read closely to identify content and craft Task 1: Annotate the text What do you notice? As I read paragraph 1 aloud, consider the following: 1.What happened (events)? What is this paragraph about? 2.What emotions/feeling/attitudes are expressed? What is the author or narrator’s attitude towards the subject matter (tone)? 3.What big or universal idea might be present? In other words, what is the significance (who cares) of this paragraph? Task 2 What do you notice? Focus on writer's craft now. descriptive language and details (What personal details does the passage include? What cultural information is included?) Imagery (see, hear, smell, taste, touch) figurative language (simile, metaphor, personification, hyperbole) sentence structure.(fragments, simple sentences vs. complex sentences, questions, declaratives, imperatives, punctuation) Outcome: Ability to practice this analysis with small groups

6. Activities: Develop & Apply You Do (P 5& 6) Monday Purpose: you will be able to read closely to identify content and craft Task 1: Annotate the text What do you notice? As I read paragraph 1 aloud, consider the following: 1.What happened (events)? What is this paragraph about? 2.What emotions/feeling/attitudes are expressed? What is the author or narrator’s attitude towards the subject matter (tone)? 3.What big or universal idea might be present? In other words, what is the significance (who cares) of this paragraph? Task 2 What do you notice? Focus on writer's craft now. descriptive language and details (What personal details does the passage include? What cultural information is included?) Imagery (see, hear, smell, taste, touch) figurative language (simile, metaphor, personification, hyperbole) sentence structure.(fragments, simple sentences vs. complex sentences, questions, declaratives, imperatives, punctuation) Outcome: Ability to practice this analysis individually

7. Activities: Develop & Apply We Do Monday Write all group members’ names (first with last initial) at the bottom of the sheet. Purpose: to show your understanding of the passage Task: As a group discuss and respond in writing to the following Outcome questions: 1.Overall, what is the vignette about? 2.What attitudes are primarily expressed in this vignette? (Try to give two tone words) 3.Read the following sentences that incorporate similes: “At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister's name Magdalena--which is uglier than mine.” Explain how the similes show a contrast. 1.What is the overall big idea or significance of the passage as a whole? Turn this in before the bell rings. Homework: Research your name (nickname or friend/family member’s name) – see assignment sheet – Bring this information to class tomorrow! "A good name is better than riches."

8. Creative Non-Fiction Monday Standard(s) 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to read closely to identify content and craft Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What is the significance of a mentor text? What can I learn from another writer’s craft? How does figurative language enhance the writer’s intended meaning? Homework: Research your name (nickname or friend/family member’s name) – see assignment sheet – Bring this information to class tomorrow! "A good name is better than riches."

9. Hook, Housekeeping & Homework Tuesday While you wait…. 1.Turn to a shoulder partner and share what you learned from your name research last night. 2.Open up the slip of paper you’ve been given, and respond to the following: What is your first impression of the name? Like/dislike? Do you know anyone with this name? Would you like to have this name? Would you name a child this? Why/why not? 3.Stand up. Share your slip-of-paper name with others. Try to come up with a fun 2 – 3 word name to give someone (e.g. first and middle name: John Aaron) "Sticks and stones may break my bones, but names will never hurt me." Homework: Turn in your “My Name” copy change/imitation at the beginning of the period Thursday! Fire drill 2:55 today

10. Past, Present, Future Tuesday “My Name” by Sandra Cisneros Close reading “My Name” by Sandra Cisneros Copy change Discipline PPT from administration

11. Creative Non-Fiction Tuesday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to analyze (compare/contrast) the way in which writer's imitate content and craft. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) How do our experiences shape us? What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? What topics are best for developing and planning a work of creative nonfiction? How does figurative language enhance the writer’s intended meaning?

12. Instruction: Obtain I Do Tuesday Copy Change - Review Original Sentence: Because she is older and the teacher, she’s right and I’m not. Structure of Original Sentence Original Sentence: Because she is older and the teacher, she’s right and I’m not. Copy Change: Because she is stronger and the professional, she is first and I’m second. This person/subjectBecause she Is 1 (adjective) and 2 (noun) is older and the teacher, Therefore this person/subject is A She is right and this other one is BAnd I’m not.

13. Activities: Develop & Apply We Do Tuesday Comparison Prompts 1. How are the ideas in the two versions similar? What ideas have been changed or added? 2. How does the emotional tone of the versions compare? Do the writers seem to have the same feelings about the topic? How can you tell? 3. What does the sentence structure of the versions have in common? Where are there differences? Why do you think the authors have chosen different ways of expressing their ideas? 4. What words and phrases do the versions share? Where are there differences? What can you tell about the two versions by looking at their specific words and phrases?

14. Activities: Develop & Apply You Do Tuesday Objective: Write a literary text that imitates the stylistic devices (poetic techniques, figurative language, imagery) in “My Name”, conveys a specific tone (attitude towards your name) and supports the presentation of an implicit or explicit theme (central/universal message) concerning the history and meaning of your name (or name you investigated).

15. Overall Structure: P1. In English my name means ….In Spanish it means…. Explains different meanings and similarities; uses denotation and connotation & makes 4 comparisons: simile/metaphor P2. It was… Develops main person, thing, idea of comparison; uses details, description P3. My… Tells a story, creative, narrative association; uses description & imagery & makes comparisons: simile/metaphor P4. And the story goes… Finishes story, makes a judgment about person/thing/idea from above, states true feelings about name; uses description & symbolism P5. At school they say my name… I have inherited… Shares examples, pronunciations, comparisons to others; uses description & imagery & makes 2 comparisons: simile/metaphor P6. I would like… Concludes with final action or thought; uses imagery & specific word choice

16. Creative Non-Fiction Tuesday Standard(s) 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose Objective: you will be able to analyze (compare/contrast) the way in which writer's imitate content and craft. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) How do our experiences shape us? What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? What topics are best for developing and planning a work of creative nonfiction? How does figurative language enhance the writer’s intended meaning? Homework: Turn in your “My Name” copy change/imitation at the beginning of the period Thursday!

17. Hook, Housekeeping & Homework Wednesday Homework: Turn in your “My Name” copy change/imitation at the beginning of the period Thursday! Below is how you will be graded: Grading Criteria: Does the “My Name” imitation respond to the following criteria? 3 = Excellent; 2 = Good; 1 = Okay; 0 = No 1. _____ Content: What is this about? What happened? meaning of name history of name denotation connation story, e.g cultural, personal 2. _____ Tone: How does the narrator feel? specific emotions, attitudes, feelings (complementary or shifting) 3. _____ Theme: What realizations/lessons does the narrator have? Why are these ideas important? personal realization(s) implicit or explicit universal message/understanding 4. _____ Craft Tools: What stylistic tools does the writer use? Does the writer imitate the stylistic devices of the mentor text? paragraph number & length sentence structures poetic techniques, e.g. figurative language & imagery 5. _____ Conventions/Presentation Legibility, proper heading Spelling, Usage, Grammar, Mechanics _____/15 Total

18. Past, Present, Future Wednesday “My Name” by Sandra Cisneros Copy change assignment Discipline/Orientation in Auditorium from administration Copy Change Due! Next reading: “Indian Education” by Sherman Alexis

19. Hook, Housekeeping & Homework Thursday “My Name” Copy Change/Imitation Due! Turn it in on the front table.

20. Past, Present, Future Thursday Discipline Meeting by Administration “My Name” Due! Peer feedback, self-reflection and assessment “Introduction for Students: Active Reading & Writing Process” Read and annotate

21. Creative Non-Fiction Thursday Standard(s) 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to reflect upon and provide feedback on the “My Name” copy/imitation assignments. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? How do our experiences shape us? What role does self-reflection have in the learning and writing processes?

22. Activity: Develop We Do Thursday How do our experiences shape us? Return “My Name” group reading responses Purpose: to compare & contrast your group’s responses to the given responses Tasks: 1.Re-read your responses and my comments plus = excellent, check=good, minus=mostly incorrect 2.Compare/contrast your responses to those on the screen. What could you do to adjust your answer to make it more “excellent”? 3.Ask clarifying question Outcome: a better understanding of the text “My Name” Various student responses #1 The vignette is about the author’s name, the origin of it, and how she feels about it. The story is about Esperanza’s personal struggle regarding her culture, heritage, and family surrounding the origin of her name. #2 The attitude expressed within the story is celebratory but also disgusted. Cisneros’ tone is serious and critical. #3 In English the name sounds bizarre while in Spanish the name sounds elegant. She contrasts how tin is less valuable than silver contrasting the value of her name. The similes show contrast of culture and conflict over pronunciation. She provides this to show how the meaning can change depending on who says it. It is important because it shows she doesn’t completely hate it, and she can actually like how it sounds. She provides the contrast to show the difference that it has between languages and that it’s beautiful in one and bad in the another. #4 Your name doesn’t always define you, but a name can carry a lot of history. Names give us identities whether we want them to or not, how we live up to our names/give it meaning is all that really counts.

23. Instruction: Obtain I DoThursday Writer’s Workshop * Purpose: to provide fellow writers with positive and constructive feedback Tasks: Read “My Name” imitation aloud Discuss 1.Overall, what is this piece about? 2.What are the primary attitudes(s) expressed in this writing? (feel free to borrow a tone sheet) 3.What realization/lessons does the narrator have? What is the overall, big idea of the piece? 4.Does the writer imitate the stylistic structure of the mentor text (number of paragraphs, sentence lengths)? 5.What stylistic tools does the writer use? (similes, imagery, use of story) Pick one. Why is it important to the piece as a whole? How does it help convey the subject, emotions, or big idea/lesson? Write 1.Supply the writer with one positive comment: what did he/she do well? What excellence stands out? 2.If needed, provide the writer with one area of improvement? What could he/she add or change or edit? Margaret’s example My name is dull, like the desert moon shining on a dried up lake. In Spanish it means margarita. Am I just a drink? A good drink, maybe. I feel more like a rose. Rosanna perhaps. I have the same name as my beloved Aunt Margaret. She died of cancer. I am still blessed with her lovely name. I think I will keep it. To death do my name and I apart. Margaret. Margarita. Rose. Rosanna. Yes I shall keep it. Margaret sounds soft, elegant. It sounds like a little bell giving its blessing into your ear. Ringing its happy song. My name is my hope, faith, fear, grace, and most of all, it is me. I am my name. “It’s about Maraget’s feelings about he name, its origin, and what she associates with it. At first she seems indifferent but then she shifts to nostalgic (reflective of the pat) and positive. She realizes that her name represents many positives ideas and a good person so she is happy to have it. Sometimes we may not think something is okay but it all depends on how we associate it. She has 4 paragraphs and some variety sentence lengths, but they do not vary as much as Cisneros’s fragments vs very long sentences. She includes simile, association/comparison, allusion (to marriage vows), lists. 1. The list of words at the end provides an nice summary to all of the things your name now means to you; they tie in with who your aunt was but also her struggle. This positivity is reflected in your similes in paragraph 3, too! 2. To have 5-6 paragraphs, she could consider adding at least 1 more paragraph that adds to the story of her aunt and/or maybe another at the end that adds to how she feels about it with others or how others associate it.

24. Activity: Develop & Apply We Do Thursday Writer’s Workshop * Purpose: to provide fellow writers with positive and constructive feedback Tasks: Read “My Name” imitation aloud Discuss 1.Overall, what is this piece about? 2.What are the primary attitudes(s) expressed in this writing? (feel free to borrow a tone sheet) 3.What realization/lessons does the narrator have? What is the overall, big idea of the piece? 4.Does the writer imitate the stylistic structure of the mentor text (number of paragraphs, sentence lengths)? 5.What stylistic tools does the writer use? (similes, imagery, use of story) Pick one. Why is it important to the piece as a whole? How does it help convey the subject, emotions, or big idea/lesson? Write 1.Supply the writer with one positive comment: what did he/she do well? What excellence stands out? 2.If needed, provide the writer with one area of improvement? What could he/she add or change or edit? *If you did not turn in a copy at the beginning of class, you are quietly writing your “My Name” imitation now.

25. Creative Non-fiction Thursday Standard(s) 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies Objective: you will be able to reflect upon and provide feedback on the “My Name” copy/imitation assignments. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? How do our experiences shape us? What role does self-reflection have in the learning and writing processes? DOL: Complete a Self Assessment on the grading rubric and answer at least two of the questions on the back. If you plan to revise it, turn this half sheet in and turn your re-write in again tomorrow (Friday).

26. Hook, Housekeeping & Homework Friday Turn in your “My Name” imitation with ½ sheet self- assessment and reflection to the front table! Turn to a shoulder partner and discuss…. What plans do you have for the 3-day weekend? Homework: Enjoy your weekend!

27. Past, Present, Future Friday “My Name” Due! Self-reflection and assessment “Introduction for Students: Active Reading & Writing Process” Read and annotate “Indian Education” by Sherman Alexis Discuss and imitate

28. Creative Non-Fiction Friday Standard(s) 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to you will be able to actively read a non-fiction text, identifying, exemplifying, and/or explaining, the title & author, purpose, audience, main idea, supporting details, and craft. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?

29. Instruction: Obtain You Do Friday Purpose: to familiarize ourselves with the text’s content in order to practice active reading skills Task 1: Read once through the article “Introduction for Students: Active Reading and the Writing Process” everyone must read through to page 3 stopping at “An Example of…” but please read as far as you can in the given time Outcome: general understanding of its content

30. Activity: Apply I Do - You Do Friday Purpose: to practice the active reading skill of annotating the text, using our Active Reading Guide (ARG) Task 2: Annotate the Text Re-read, now applying these “Ways to Read Actively” Sit Upright Read consciously Read critically Read with a pencil in hand = annotate the text as your read - Consider the title, the author, who published this and when, the writer’s purpose for writing the piece, who the audience is or might be, what main idea is presented, what supporting details are given, what types of crafts or writer’s tools are used (see next slide) Outcome: annotated text, including questions, words, symbols, etc. in the text itself as well as margins

31. Activity: Apply I Do - We Do Friday What can you infer from my annotations? What was my thought process? What did I notice? How do you know?

32. Activity: Apply I Do - We Do – You Do Friday Purpose: practice using our Active Reading Guide (ARG) to take additional, detailed notes on a non-fiction text Task 3: Taking Notes in My Composition Notebook 1.Reread and write more detailed responses (than your textual annotations) for #1 Title/Author/Publication of the ARG 2.Compare your written responses to mine 3.Ask clarifying questions 4.Repeat with Main Idea and Supporting Details 5.Repeat through to Craft Outcome: an understanding of how to use and apply the ARG to a text

33. Instruction: Obtain I Do – We Do Friday Task 2: Taking Notes in My Composition Notebook Title/Author/Publication: The author is unknown, but I am inferring it is a college professor because it is written in a book (page 1, introduction) directed towards students of college writing and reading. No publication date or groups is shown; it does mention using a computer so its been in the last 30 years! Purpose (& reader expectation): The purpose is to inform the student about active reading skills in order to become a better writer. The 2 nd paragraph lets me know that the author is trying to help the student solve the problems that new college writing students have. I expect that this will help me prepare for college while I am still in high school. Audience: The primary audience is a college student, but anyone who wants to read and write better would probably benefit. I am younger than the intended audience, but I do plan to go to college and have to write well for my Honors class that prepares me for college. I would guess that the audience is not intended for anyone much younger than myself. College students are probably motivated to do well in college because it will help them find a career, and they are paying for the classes; this text should help them do well in any class with reading and writing.

34. Instruction: Obtain I Do – We Do Friday Main Idea: The main idea of “… Active Reading…” is that active reading is important to learning how to write well. According to the article, if you practice your active reading skills and learn to read actively, it will improve your writing because reading provides critical writing models. Supporting Details: A reader needs to see examples of writing. A reader should observe what others writers do in their writing because these can serve as models. A reader should evaluate the ideas an author presents and how he/she presents them in order to “think like a writer.” Active reading “requires full attention”: sit up read with a purpose think about the writer’s thoughts annotate the text take notes about the text

35. Instruction: Obtain I Do – We Do Friday Craft: The writer starts with an introduction with a creative comparison: aliens missing the finer points about being human is similar to how beginning college writers are uncertain about the finer points of writing an essay. The writer presents other comparisons in the article: holding a paper up to the light to see ideas and passive reading is like watching t.v. The author divided the article into sub-titled sections: Active Reading and Ways to Read Actively. The first explaining what active reading is and why it is important, and the second sharing five blocked out examples of active reading. A model of what annotation looks like is provided at the end to show the reader what an annotated passage looks like. The author uses 2 nd person point of view, instructionally addressing the reader as well as inclusively allowing the reader to feel part of the writing community. The author uses repetition (we read… you need) to emphasize this. The author concludes by…

36. Creative Non-Fiction Friday Standard(s) 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to you will be able to actively read a non-fiction text, identifying, exemplifying, and/or explaining, the title & author, purpose, audience, main idea, supporting details, and craft. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?

37. Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

38. Coming Soon….