Tag Archive for two kinds

World Lit: I Remember…

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a narrative about my childhood that begins to show my cultural identity through a story.

Opening Session: Sounds every 2010s kid will remember…do y’all know these? Because I feel so old right now

Work Session: Get out the memory maps we did last week and take a few minutes to read through what you wrote. Then, share your map with a friend and chat about the memories you wrote down, which ones are most important, and which ones you might have forgotten until just now. We’re going to use this map to do your first draft of our cultural identity essay!

After everyone has a chance to chat, I want you to sit down and write a journal entry for me. Take about ten or fifteen minutes and write 4ish paragraphs, using this format:

I remember…

I remember…

I remember…

But mostly I remember…

Your end piece might diverge from that, but let’s start there. Fifteen minutes to write. Go!

When time is up, take a minute to grab a laptop and let’s log into OneNote and look at how this works! I am super excited for our class notebook 🙂

After a short OneNote lesson, go back to the journal entry you just wrote. Open up Microsoft Word. Take that brain-dump-journal-entry and use it as your jumping off point for your narrative essay about your cultural identity. Here is the full essay prompt:

Your assignment is to write a narrative essay of about 750 words explaining your cultural identity through a story. You should compose a thoughtful piece that shows your reader your cultural identity, rather than simply talking about it. Your paper should be typed in MLA format and uploaded to our class OneNote Notebook by the end of class on Friday, January 18th.

You will have the rest of class to work on your first draft of your paper. Tomorrow, we workshop!

Closing Session: VOCAB!!! Take ten minutes to copy these down and get their definitions. QUIZ ON FRIDAY!

  1. indignity
  2. reproach
  3. listlessly
  4. bellows
  5. mesmerizing
  6. trills
  7. arpeggio
  8. reverie
  9. fiasco
  10. nonchalantly

Assessment: Summative (cultural identity embedded assessment); formative (journal checks, discussion)

Differentiation: Process (scaffolding), product (varied essay length or prompt)

World Lit: Two Kinds, Day 2

Standards
ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
I can analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.

Opening Session
Amy Tan reads her storybook Sagwa, the Chinese Siamese Cat to Elmo and Zoe on Sesame Street!

Work Session
Ok, we’re picking right back up where we left off yesterday with chunks 5 -7 (pg. 26) of “Two Kinds”! When we finish the story, and of course discuss, we will also finish up the Second Read questions on page 30. We will also do the chart on 32.

Closing Session
If you look down at the bottom of page 32, you’ll notice an essay assignment. Take the last fifteen minutes of class today to respond to the essay prompt in 2-3 strong paragraphs.

Assessment
Formative (impromptu short essay)

Differentiation
Process (Scaffolding)

World Lit: Two Kinds, Day 1

Standards
ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA

Learning Target
Students will analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme. (bonus points: find some
phrases in that learning target, whew!)

Opening Session
Amy Tan, the author of the story we’re going to read today, on writing from your own personal experience, in an interview:

Work Session
Today we’re going to be reading a story called “Two Kinds,” an excerpt from The Joy Luck Club, a novel by Amy Tan. As you’ve guessed from the video, Tan is a Chinese-American woman, and her story is largely inspired by her own life.

Our goal today is to get through the first 4 chunks of the story, and then do the Second Read questions 1-4 on page 30. We’re going to go over these and of course frequently stop while we’re reading to talk, so I hope by the end of the day you have a solid handle on the story!

Closing Session
Prediction: Write a short prediction on a scrap paper about what you think is going to happen. Keep the paper.

Assessment
Informal – check of Second Read questions

Differentiation
Process (varied length reading passages)

World Lit: Two Kinds, Day 2

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.

Opening Session: Amy Tan reads her storybook Sagwa, the Chinese Siamese Cat to Elmo and Zoe on Sesame Street!

Work Session: Ok, we’re picking right back up where we left off yesterday with chunks 5 -7 (pg. 26) of “Two Kinds”! When we finish the story, and of course discuss, we will also finish up the Second Read questions on page 30. We will also do the chart on 32…but we’re going to skip the essay, since you just did one on Friday!

Closing Session: Let’s end the day with a book talk! I’ll share what I’m reading, and I’d love to hear from volunteers!

Assessment: Informal check of questions and chart

Differentiation: Product (scaffolded questions)

World Lit: Two Kinds, Day 1

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme. (bonus points: find some phrases in that learning target, whew!)

Opening Session: Amy Tan, the author of the story we’re going to read today, on writing from your own personal experience:

Work Session: Today we’re going to be reading a story called “Two Kinds,” an excerpt from The Joy Luck Club, a novel by Amy Tan. As you’ve guessed from the video, Tan is a Chinese-American woman, and her story is largely inspired by her own life.

Our goal today is to get through the first 4 chunks of the story, and then do the Second Read questions 1-4 on page 30. We’re going to go over these and of course frequently stop while we’re reading to talk, so I hope by the end of the day you have a solid handle on the story!

Closing Session: Let’s review our vocab list we got yesterday and make sure everyone was able to find the definitions!

Differentiation: Process (varied length reading passages)

Assessment: Informal – check of Second Read questions