1. With your HORIZONTAL PARTNER, discuss the following:
Start-Up - Discussion
9/14/15
With your HORIZONTAL PARTNER, discuss the following:
Do you or anyone in your family have any family heirlooms that have been passed down through the generations? If so, what are they? Why are they important? Where are they kept?
BE PRAPARED TO SHARE!

2. Now, in your chart, copy and answer the following:
Start-Up - Writing
Now, in your chart, copy and answer the following:
Think about the things that you now own that are important or special to you.
If you could leave just one possession behind as a reminder to your children, grandchildren, etc. of who you were and what you were about, what would it be and why?

3. By the end of the lesson, students will be able to:
Today’s Objective
By the end of the lesson, students will be able to:
Determine the meanings of words in the text, using context clues, and analyze their effect on the story. Students will, in discussion and in writing, analyze the author’s word and structure choices and their impact on the story as a whole, citing specific textual evidence as support.
CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL

4. Alice Walker Born in Eatonton, Georgia in 1944.
( )
Born in Eatonton, Georgia in 1944.
Her father was a sharecropper, and her mother worked as a maid.
Living in the racially divided south, she attended a segregated high school. She graduated as Valedictorian.
She attended Spellman University in Atlanta but later transferred to Sarah Lawrence University in New York City.
Became an important voice in the Civil Rights movement of the ‘60s.

5. Alice Walker’s Writing
Published her first short story in 1965, the year she graduated college.
Wrote across genres: poetry, short stories, and novels.
Her most famous work was her novel, The Color Purple, which was published in 1982 and won her both a Pulitzer Prize for Literature and a National Book Award.
Her most recent published work was a book of poetry in 2013 entitled, The World Will Follow Joy – Turning Madness Into Flowers.
She continues writing today and advocating for the rights of women in Africa and the Middle East.

6. In Class Reading
Today, we will begin reading Alice Walker’s short story, “Everyday Use,” in class.
You will be listening to a reading of the story and following along.
We will stop FREQUENTLY to discuss the plot, characters, and other elements of a narrative.

7. Expectations
Heads up, eyes on the reading, following along, NOT answering the in-text questions, and NOT reading ahead!
When we pause to discuss, be prepared to contribute to the discussion.
If given the chance to stop and answer in-text questions, take advantage of it! You will be responsible for ALL in-text work, to be due after we finish the story.

8. Exit Ticket
In your charts, copy and answer the following: How does Alice Walker choose to reveal the character of Mama to the reader? Does she use DIRECT or INDIRECT CHARACTERIZATION? Give evidence from the text to support your answer.

9. With your VERTICAL PARTNER, discuss the following:
Start-Up - Discussion
9/15/15
With your VERTICAL PARTNER, discuss the following:
What are some of the things we learned about the character of Mama in yesterday’s reading? Find specific things in the reading that tell us what kind of person Mama is.
BE PREPARED TO SHARE!

10. Now copy and answer the following:
Start-Up - Writing
Now copy and answer the following:
In YOUR OWN WORDS, describe (characterize) Mama. You may include one sentence of physical description, but the rest should be about WHO she is.

11. By the end of the lesson, students will be able to:
Today’s Objective
By the end of the lesson, students will be able to:
Determine the meanings of words in the text, using context clues, and analyze their effect on the story. Students will, in discussion and in writing, analyze the author’s word and structure choices, especially regarding characterization, and their impact on the story as a whole, citing specific textual evidence as support.
CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL

12. Expectations
Heads up, eyes on the reading, following along, NOT answering the in-text questions, and NOT reading ahead!
When we pause to discuss, be prepared to contribute to the discussion.
If given the chance to stop and answer in-text questions, take advantage of it! You will be responsible for ALL in-text work, to be due after we finish the story.

13. Exit Ticket
Copy and answer the following: We know that Dee got away from the house where Mama and Maggie live, and we have seen that she seems to look down on it an them. Knowing that, why do you think she stopped to take pictures of Mama, Maggie, and the house? Why do you think she would want them, or what might she do with them?

14. With your HORIZONTAL PARTNER, discuss the following:
Start-Up - Discussion
9/17/15
With your HORIZONTAL PARTNER, discuss the following:
What are some of the things we learned about the character of Maggie in our reading so far? Find specific things in the reading that tell us what kind of person Maggie is.
BE PREPARED TO SHARE!

15. Now copy and answer the following:
Start-Up - Writing
Now copy and answer the following:
In YOUR OWN WORDS, describe (characterize) Maggie. You may include one sentence of physical description, but the rest should be about WHO she is.

16. By the end of the lesson, students will be able to:
Today’s Objective
By the end of the lesson, students will be able to:
Determine the meanings of words in the text, using context clues, and analyze their effect on the story. Students will, in discussion and in writing, analyze the author’s word and structure choices, especially regarding characterization, and their impact on the story as a whole, citing specific textual evidence as support.
CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL

17. By the end of the lesson, students will be able to:
Today’s Objective
By the end of the lesson, students will be able to:
Determine the meanings of words in the text, using context clues, and analyze their effect on the story. Students will, in discussion and in writing, analyze the author’s word and structure choices, especially regarding characterization, and their impact on the story as a whole, citing specific textual evidence as support.
CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL

18. Expectations
Heads up, eyes on the reading, following along, NOT answering the in-text questions, and NOT reading ahead!
When we pause to discuss, be prepared to contribute to the discussion.
If given the chance to stop and answer in-text questions, take advantage of it! You will be responsible for ALL in-text work, to be due after we finish the story.

19. Copy and answer the following:
Exit Ticket
Copy and answer the following:
What do you think was Dee’s, a.k.a. Wangero’s real reason for coming back to see Mama and Maggie? What evidence can you find in the story to support your answer? What do you think that says about her as a person?

20. With your VERTICAL PARTNER, discuss the following:
Start-Up - Discussion
9/21/15
With your VERTICAL PARTNER, discuss the following:
What are some of the things we learned about the character of Dee in our reading so far? Find specific things in the reading that tell us what kind of person Dee is.
BE PREPARED TO SHARE!

21. Now copy and answer the following:
Start-Up - Writing
Now copy and answer the following:
In YOUR OWN WORDS, describe (characterize) Dee. You may include one sentence of physical description, but the rest should be about WHO she is.

22. By the end of the lesson, students will be able to:
Today’s Objective
By the end of the lesson, students will be able to:
Determine the meanings of words in the text, using context clues, and analyze their effect on the story. Students will, in discussion and in writing, analyze the author’s word and structure choices, especially regarding characterization, and their impact on the story as a whole, citing specific textual evidence as support.
CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL

23. Expectations
Heads up, eyes on the reading, following along, NOT answering the in-text questions, and NOT reading ahead!
When we pause to discuss, be prepared to contribute to the discussion.
If given the chance to stop and answer in-text questions, take advantage of it! You will be responsible for ALL in-text work, to be due after we finish the story.

24. Homework
Complete your story packet; including all questions in the text and the worksheets (Pgs ) DUE TOMORROW!

25. Copy and answer the following:
Exit Ticket
Copy and answer the following:
What do we learn about the character of Maggie from the fact that she is willing to let Dee take the quilts? What do we learn about Mama from the fact that she gives them to Maggie at the end of the story?