1. Start-Up - Discussion
10/1/18
In your triads, discuss the following:
What reasons do you think people might have for eliminating or abandoning pieces of the inherited cultural identity?
Are there any elements of your inherited cultural identity that you wish you could eliminate from your life?
If so, what and why? If not, why not?
Be prepared to share!

2. Start-Up - Writing
10/1/18
Now write about the following:
What reasons do you think people might have for eliminating or abandoning pieces of the inherited cultural identity?
Are there any elements of your inherited cultural identity that you wish you could eliminate from your life?
If so, what and why? If not, why not?

3. “Everyday Use”
Today and tomorrow, we will be reading a short story by Alice Walker, “Everyday Use.”
Although it is very directly connected to the topic of cultural identity, we will be reading it with a bit of a different focus.
As you read, I want to you to be looking for some specific types of figurative language.

4. “Everyday Use” SYMBOLS IMAGES FIGURES OF SPEECH TONE/THEME
Anything (object, animal, event, person, or place)
that represents itself but also stands for something else on a figurative level
EX: The churn top – represents their family heritage and hard work
IMAGES
The verbal expression of sensory experience;
descriptive or figurative language used to create word
pictures; imagery is created by details that appeal to one or more of the five senses
EX: flannel nightgowns in the story represent comfort
FIGURES OF SPEECH
A phrase with a specialized meaning not based on the literal meaning of the words.
EX: “as limp as a fish” (simile)
TONE/THEME
Tone is the writer’s attitude toward their subject
Theme is a writer’s central idea or main message

5. HOMEWORK
Questions 1-3 for “Everyday Use” DO NOT SUBMIT THIS! We will finish the story tomorrow.

6. Exit Ticket
10/1/18
Why do you think Dee changed her name to Wangero? How do you think Mama feels about that change? Why do you think Mama agrees to call her Wangero?

7. In your triads, discuss the following:
Start-Up - Discussion
10/2/18
In your triads, discuss the following:
In paragraph 9, Walker describes the way that the character of Maggie walks.
Discuss that description with your partners. What can we tell about the character of Maggie through that description; not just physically, what can we tell about her personality?
Be prepared to share!

8. Now write about the following:
Start-Up - Writing
10/2/18
Now write about the following:
In paragraph 9, Walker describes the way that the character of Maggie walks.
What can we tell about the character of Maggie through that description; not just physically, what can we tell about her personality?

9. “Everyday Use” SYMBOLS IMAGES FIGURES OF SPEECH TONE/THEME
Anything (object, animal, event, person, or place)
that represents itself but also stands for something else on a figurative level
EX: The churn top – represents their family heritage and hard work
IMAGES
The verbal expression of sensory experience;
descriptive or figurative language used to create word
pictures; imagery is created by details that appeal to one or more of the five senses
EX: flannel nightgowns in the story represent comfort
FIGURES OF SPEECH
A phrase with a specialized meaning not based on the literal meaning of the words.
EX: “as limp as a fish” (simile)
TONE/THEME
Tone is the writer’s attitude toward their subject
Theme is a writer’s central idea or main message

10. Questions 1-6 for “Everyday Use” DUE TOMORROW BY 7:00 a.m.
HOMEWORK
Questions 1-6 for “Everyday Use” DUE TOMORROW BY 7:00 a.m.

11. Exit Ticket
10/2/18
Why do you think Maggie said that Dee could have the quilts? Why wouldn’t Mama allow that to happen?

12. Start-Up - Discussion
10/3/18
In your triads, discuss the following:
Choose one symbolic element from the story we read Monday/Tuesday.
Discuss with your partners one symbolic element you noticed in the writing. What was it and what do you think it represented?
Be prepared to share!

13. Start-Up - Writing
10/3/18
Now write about the following:
Choose one symbolic element from the story we read Monday/Tuesday.
Describe one symbolic element you noticed in the writing.
What was it and what do you think it represented?

14. S.I.F.T.ing Through the Story
Today, in your groups, you will be working together to complete the S.I.F.T. chart.
You are looking specifically for the things I asked you to pay attention to during the reading.
S – Symbols
At least 3 symbols from the story and their meaning
Anything (object, animal, event, person, or place)
that represents itself but also stands for something else on a figurative level
EX: The churn top – represents their family heritage and hard work
I – Images
At least 3 images from the story and their meaning
The verbal expression of sensory experience;
descriptive or figurative language used to create word
pictures; imagery is created by details that appeal to one or more of the five senses
EX: flannel nightgowns in the story represent comfort

15. S.I.F.T.ing Through the Story
FIGURES OF SPEECH
At least 3 figures of speech from the story and their meaning
A phrase with a specialized meaning not based on the literal meaning of the words.
EX: “as limp as a fish” (simile)
TONE/THEME
At least 3 quotes that illustrate tone and/or theme and how they show that
Tone is the writer’s attitude toward their subject
Theme is a writer’s central idea or main message

16. S.I.F.T.ing Through the Story
Once you have finished the work in your groups, you will be moving to the Google document I left you in Classroom.
Just like what we have done with the Cannon Comparison Charts, you will:
Type the things your group was able to find in the story into your personal chart
Use that chart to write a COMPLETE PARAGRAPH discussing the story “Everyday Use” by Alice Walker and the figurative language she uses to illustrate her point. Include, in your paragraph, discussion of all of the elements in your chart (S.I.F.T.).
BE SURE TO CITE ANY TIME YOU USE A QUOTE OR REFER TO SPECIFIC ELEMENTS FOUND IN THE STORY.
Example: (Walker para __)

17. S.I.F.T. Charts and paragraphs DUE TOMORROW BY 7:00 a.m.
HOMEWORK
S.I.F.T. Charts and paragraphs DUE TOMORROW BY 7:00 a.m.

18. Exit Ticket
10/3/18
In your opinion, what is the value of using figurative language in your writing? What do the use of symbolism, imagery, and figures of speech add to your writing?

19. Start-Up - Discussion
10/4/18
In your triads, discuss the following:
Have you ever found yourself in a completely new environment? Though you may have viewed pictures or a brochure depicting the location, suddenly you are taking it all in—in person!
What was that experience like? Were you comfortable or uncomfortable? Overwhelmed or pleasantly surprised? Disappointed or overjoyed?
Explain your experience in a group discussion.
Be prepared to share!

20. Now write about the following:
Start-Up - Writing
10/4/18
Now write about the following:
Have you ever found yourself in a completely new environment? Though you may have viewed pictures or a brochure depicting the location, suddenly you are taking it all in—in person!
What was that experience like? Were you comfortable or uncomfortable? Overwhelmed or pleasantly surprised? Disappointed or overjoyed?

21. Questions 1-4 for “When Worlds Collide” DUE TOMORROW BY 7:00 a.m.
HOMEWORK
Questions 1-4 for “When Worlds Collide” DUE TOMORROW BY 7:00 a.m.

22. Exit Ticket
10/4/18
Do you think that the backgrounds of the people described in “Where World’s Collide” has an effect on the way they see their surroundings? If so, how does a person’s background/cultural identity change their perceptionsof the world around them? If not, why not?

23. 10/5/18
NO START-UP TODAY!

24. Argumentative Writing
The goal of argumentative writing is to make a claim and then convince the reader that your claim is correct.
Argumentative writing focuses on logic supported by verifiable examples and facts.
Evidence-based argument builds the case for its claim out of available evidence.
Solid understanding of the material at hand, therefore, is necessary in order to argue effectively.

25. Argumentative Writing
Components of the Argument Essay
The claim (that typically answers the question: “What do I think?”)
The reasons (that typically answer the question: “Why do I think this?”)
The evidence (that typically answers the question: “How do I know this is the case?”).
The justification, which answers the question “Why is the evidence presented relevant to the claim?”
The distinction between persuasion and argument is that persuasive structure might be thought of as “What do I want you to think?” and argument as “What reasons and opinions can I share to sway your opinion?”

26. Argumentative Writing
Before Writing
You must form an opinion and state it clearly. Do not be wishy-washy.
Be sure you have approached your evidence fairly, without bias.
This means, before you start writing, you should either have gathered evidence to back up your opinion OR know of where you can gather evidence to support your argument.
Consider both sides of the issue or both sides of the prompt before deciding where your opinion lies.
Once you've established the topic question, a clear position, and objectivity, you're ready to write a thesis statement.

27. Using TEPAC T – Thesis Statement (Topic Sentence) E – Evidence
One way to write this paragraph is to use a method known as TEPAC.
T – Thesis Statement (Topic Sentence)
E – Evidence
P – Paraphrase Evidence
A – Analyze Evidence
C – Concluding Statement

28. The T in TEPAC Writing the Thesis Statement (Topic Sentence)
Presents your opinions or thoughts on a subject or an issue. You cannot write an essay without one.
Must contain a subject + an opinion.
Answers the topic question.
A good thesis statement (topic sentence):
is short and simple: it should be no longer than one sentence, regardless of essay length
is limited to one main idea.
is a declarative sentence with no qualifiers (might, maybe, perhaps, etc.):

29. The E in TEPAC Incorporating Evidence Citing Evidence
Use a lead-in phrase to introduce a direct quotation.
This lead-in phrase helps to integrate the quotation with the writer's ideas.
Discuss and comment upon the quotation immediately afterwards, which allows the reader to see the quotation's connection to the writer's point.
Citing Evidence
Quoting: According to Source X, "[direct quotation]" (citation).
Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] (citation).
Summarizing: In her book, Source P's main points are Q, R, and S (citation).

30. The P and A in TEPAC Commenting on Evidence
The standard rule is at least 2 sentences per piece of evidence.
For a really good essay - 80% of your essay should be your own ideas (commentary).
Evidence should be brief, the explanation of the importance of the evidence should be long.

31. The A in TEPAC Commenting on Evidence
Elaboration-More details about the evidence
Example: “The study showed that "90% of fraternity/sorority members compared to 70% of non-affiliated students were enrolled during their senior year," (Jacobs). This data means that students joining a Greek organization increase their chances of graduating and are more likely to finish college and get a degree.
Evaluation-Passing judgment on the evidence
Example: The study showed that "90% of fraternity/sorority members compared to 70% of non-affiliated students were enrolled during their senior year," (Jacobs). Finishing college is a challenge, so anything that can increase the odds of a student completing their degree is positive.
Explanation of evidence-Explaining what is important about the evidence.
Example: The study showed that "90% of fraternity/sorority members compared to 70% of non-affiliated students were enrolled during their senior year," (Jacobs). This will eventually lead to better employment opportunities for the student as well as better salary and a better chance at achieving career related goals.

32. The C in TEPAC Concluding Your Argument
Restate your thesis in different words. This will make your essay sound more sophisticated and less formulaic.
Summarize the main point from each body paragraph in new terms.
Explain how your evidence connects back to your thesis/claim.

33. Argumentative Writing
Your Job Now…
You are to write an ARGUMENTATIVE PARAGRAPH which uses “Where Worlds Collide” as your primary source.
In that paragraph, you must answer the following question and argue your point using EVIDENCE from the article for support.
To what extent does one’s background affect his or her perception of a given situation?

34. Argumentative Writing
Your Job Now…
Use the TEPAC chart to plan your paragraph.
This does not have to be done in complete sentences. It can be notes, bullet points, etc.
BE SURE TO INCLUDE AT LEAST TWO PIECES OF EVIDENCE FROM THE ARTICLE!
Once your chart is complete, go to the Google Document provided and write your paragraph
To what extent does one’s background affect his or her perception of a given situation?

35. Your ARGUMENTATIVE PARAGRAPHS will be DUE MONDAY BY 7:00 a.m.
HOMEWORK
Your ARGUMENTATIVE PARAGRAPHS will be DUE MONDAY BY 7:00 a.m.

36. 10/5/18
NO EXIT TICKET TODAY