1. Welcome and Reminders (8/3/16)
Thinking Outside/Inside the Box – due this Friday
Pre-Course Reading (If you are new to Hillgrove, remember you are still responsible for the reading & assignment!)
Book should be read by Monday 8/8
Completed chart should be with you in class Monday 8/8
Need a copy of The Tragedy of Othello (No Fear copy is OK) by Monday, 8/22
Be sure you have:
Completed the Student Survey online
Signed up for the Edmodo class
Signed up for the Remind messages

2. Voice Lesson #1
You will examine a self-portrait by Salvador Dali, a famous painter. Think about how Dali expresses his voice—his style or personality. Look carefully at the details of Dali’s self-portrait.

3. Write About It
What is Dali saying about himself? Complete two sentences as if you were Dali in this portrait.
I am…
I feel…
(Base your statements on the picture, not your own feelings.)
How do you know what Dali is saying about himself? What evidence can you find in the picture that supports your statements?

4. Van Gogh’s Self-Portrait

5. Objective Summary
Quick check

6. Example Name It Verb It Central Idea
“Stomp Out Bullying” by Jennifer Dignan
Shows
Why bullying is a problem and how it can be solved.
KEY Details:
Thousands of teens are bullied every day
Many schools and organizations have established anti-bullying programs to stop this problem.
To stop bullying, individuals should speak up when they are bullied or when they see bullying happen.

7. Sample
In the article “Stomp Out Bullying,” Jennifer Dignan shows why bullying is a problem and how it can be solved. Dignan presents statistics showing not only that one out of four teens is bullied, but also 42 percent of teens have experienced being bullied online. In fact, many schools and organizations have established anti-bullying programs to address the problem. Often, students are fearful of speaking up for fear of retaliation or other labels. In order to help students stop bullying, students should speak up when they are bullied or when they see bullying happen.
*Transitions/phrases have been added to help the organization as well as help the reader make logical sense of the information.

8. Thinking About the Thinking (process)
What did you do while writing your summary?
How did you decide the big ideas?
What skills were you using/practicing?
What was the benefit of writing it?

9. Essay: “Ethnic Hash” Reading purpose questions at the top
Annotate and respond

10. “What is Cultural Identity?” & “Ethnic Hash”
With your group, discuss both essays. Use the following questions/prompts to guide your discussion and be prepared to actively participate in the whole group discussion.
Compare the VOICE in the two texts (Venn Diagram or 3 Column Chart):
Describe the VOICE in each text
Provide evidence to support each description
Reflect on the invisible aspects of your culture. What differences exist between you and your culture?
Share whether or not your family’s cultural heritage is an ethnic hash. What are some of your experiences?
Do you ever feel in conflict with your parents because you define your cultural identities differently?
What have you learned from reading both of these essays?

11. Writing Wednesday
HW: Drafting your narrative: Explore your own cultural identity. Consider the pre-writing prompts on the assignment to help you begin writing.
Your assignment is to write a reflective piece expressing your cultural identity/who you are as an individual. The product can be one of the following:
narrative/free verse poem
reflective/personal essay
Your solid rough draft is due Friday in class.