Tag Archive for world literature

World Lit: Cultural Identity 5 – Narrative

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a 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. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up Microsoft Word. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much).

Work Session
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance 🙂

Closing Session
To close the day, I want to come back together as a group and tell you how to upload your essay! You will need to save your essay with YOUR NAME in the filename, then navigate to the class Google Drive and upload your essay to the correct folder. It’s not hard, but it’s important that you do it right so I can grade your writing!

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

World Lit: Cultural Identity 4 – I Remember

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a 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. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can draft a narrative about my childhood that reveals my cultural identity.

Opening Session
Think of your most vivid childhood memory! Take a few minutes to come up with a good one, then I’ll call on a few volunteers to share. I’ll share mine first to get us started 🙂

We’re going to be writing an essay about our own personal cultural identities over the next couple days. Ultimately, these will be your essay requirements:

Write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure.

Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive.

Work Session
I’ve got a drafting sheet for all to get started with today! The basic prompt we’re working with is pretty simple:

  • I remember…
  • I remember…
  • I remember…
  • But mostly I remember…

You’re going to spend the day doing a brainstorm/brain  dump/journal entry using that prompt. You should include sensory details such as sights, sounds, and smells. This draft will ultimately become your cultural identity narrative, so as you write, consider how the stories we have read this week revealed the characters’ cultural identities, and try to do the same thing in your own writing.

Closing Session
Exchange your draft with a partner and read your buddy’s writing. Give your partner some feedback on their writing, making at least two comments on things they did well, and two comments on things they could improve.

Assessment
Summative (essay will be a major grade)

Differentiation
Process (scaffolded essay prompt or framework)

World Lit: By Any Other Name

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • 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
  • 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. Georgia ELA

Learning Target
I can analyze how an author presents a cultural identity through a story.

Opening Session
Think-Pair-Share: Look up the meaning and history of your name on BehindTheName.com (use your phone!). Tell your partner about your name, and share any interesting discoveries with the class.

Work Session
We’re going to read a story about names today! Flip in your Springboard to page 43, and let’s read “By Any Other Name” by Santha Rama Rau.

Please read with your table, alternating reading paragraphs aloud around the table. I’ll come around and help, monitor, and maybe jump in and read a little too 🙂 If your group finishes reading early, you can answer the Second Read questions on page 48 to help deepen your understanding of the story.

When everyone is done, let’s discuss this story. How does giving kids a “white” name help destroy their cultural identity?

Closing Session
Write a one-paragraph reflection: How would you have felt in Santha and Premila’s situation? How would you react if a teacher or  administrator took your name away on your first day of school?

Assessment
Formative (Class discussion, reflection paragraph, second read questions)

Differentiation
Process (Scaffolding, vocab list, graphic organizer)

World Lit: Iliad Story Time

Standards
ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Georgia ELA
ELAGSE9-10SL3 Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Georgia ELA

Learning Target
Students will hear an overview of the Iliad and practice mindful note-taking as they listen.

Opening Session
Let’s make a quick KWL chart! Has anyone studied Greek mythology before? Maybe The Odyssey? We’ll do a KWL chart together on the board, filling in the Know and Want-to-know sections now.

Work Session
It’s Iliad Story Time!

My second block, we’re going on a field trip to Mr. Mellman’s class over in B3. Mr. Mellman will be narrating the story of the Iliad while you guys are taking notes. I’ll take notes too, in case anyone isn’t here, and I’ll post them up on the class blog later on.

My third block, I’ll be relating the story! You should be taking notes while I do so.

Closing Session
To close out the day, let’s do a quick think-pair-share. Think for a minute about the most interesting thing you heard today, then share with your neighbor. We’ll take a few volunteers to share out afterwards.

Assessment
Formative (note taking, participation)

Differentiation
Process (learning styles, scaffolding)