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Weekly Objective: This is our final week in our study of identity and neighborhood. We will finish our poetry study with a performance task, and complete a Reading Non-Fiction practice task as we read through a non-fiction article entitled "Here Comes The Neighborhood" in a double entry journal.
Next week we will begin our novel, The House on Mango Street, and the next phase of our neighborhood story project.
Competencies Addressed:
Competencies Addressed:
- ELA 1.1 - Reading Fiction: Cite Evidence and Interpret the Text (practice AND performance)
- ELA 1.4 - Reading Fiction: Analyze Words and Phrases (practice)
- ELA 2.1 - Reading Informational Text: Cite Evidence and Interpret the Text (practice)
- HOS.1.3 Staying Focused and on Task
Homework:
Homework:
Completed "Dinosaurs in the Hood" practice task (entire handout with questions), due Thursday, October 3rd.
Monday, September 30th
Monday, September 30th
Enjoy your day off!
Today we will continue our reading, discussion, and analysis of the poem, "Dinosaurs In the Hood."
Step One: review the continua (ELA 1.1 and ELA 1.4)
Step Two: review annotation symbols and expectations. Discuss what works/doesn't work
Step Three: introduce Get/Don't charts with poetry
Step Four: Read "Dinosaurs in the Hood" by Danez Smith with guided analysis.
Step Five: Exit discussion and writing.
Poem 1:
Poem 1:
Poetry Reading
Poetry Reading
Wednesday, October 2nd
Wednesday, October 2nd
ELA Star Testing
ELA Star Testing
All ELA classrooms at Building 21 will be STAR testing today.
Today we will examine identity and poetry. We will first review the ELA 1.1, Reading Fiction continua to make sure we understand how we know we are using strategies effectively to help us read and citing evidence to support our interpretations. This is a performance task.
Step One: review the continua (ELA 1.1)
Step Two: review annotation symbols and expectations. Discuss what works/doesn't work
Step Three: introduce Get/Don't charts with poetry
Step Four: Read/annotate and discuss "won't you celebrate with me" by Lucille Clifton
Step Five: Exit discussion and writing.
Thursday, October 3rd
Thursday, October 3rd
identity and poetry
identity and poetry
"The making of a poem is a lot like the making of a self: it requires awareness, understanding, and a willingness to consider how we’re shaped by our cultural context, our influences, and our language. A poem about the making of a self, like Lucille Clifton’s “won’t you celebrate with me,” gives us an even closer opportunity to consider these concerns—and the ways in which a poem, and a self, can be cobbled together." -- Robin Elkiss, Poetry Foundation.
Poem 2: Performance Task
Poem 2: Performance Task
Exit Question for Discussion and Writing:
How have hardships shaped the identities of the speaker? Cite two pieces of evidence to support your analysis.
Annotation Symbols
Friday, October 4th
Friday, October 4th
Today we will continue to examine the question of how our neighborhoods and where we live impacts who we are.
We will review the ELA 2.1, Reading Informational Text continua to make sure we understand how we know we are using strategies effectively to help us read and citing evidence to support our interpretations. This is a practice task.
- You will be working in groups today. Groups will be reading the article “Here Comes the Neighborhood”
- As you read you will be annotating and completing a double entry journal
*As we read the article today we want to be asking ourselves the questions:
- How much does your neighborhood define who you are? Think of ways that your neighborhood shapes your identity.
- Would you be a different person if you grew up someplace else?
- Imagine some ways your life might be different if you lived in another kind of neighborhood — for example, if it was more peaceful or crime-ridden, with better or worse schools, depending on your circumstances.
"Here Comes the Neighborhood"
"Here Comes the Neighborhood"
Reading Non-Fiction
Reading Non-Fiction
We will be reading the article below in groups, and you will be recording your thoughts in double-entry journal, working as a group, to practice reading non-fiction skills.
Agenda:
Double Entry Journal
Double Entry Journal
Extension assignment: Extra credit!
Extension assignment: Extra credit!
Read the following article, OR find a similar article that discusses how Hollywood represents actors of color. In three paragraphs, complete the following:
- Summarize the article below or a similar article
- Connect this article with the poem "Dinosaurs in the Hood"
- Answer the question, how is the type of movie described in the poem different from what we typically see produced by Hollywood? Explain.
Checks For Understanding
Checks For Understanding
These checks for understanding may be used throughout each lesson to check for your understanding of a skill, concept, content, or topic:
These checks for understanding may be used throughout each lesson to check for your understanding of a skill, concept, content, or topic:
Turn and talks
Turn and talks
Whole group share-outs
Whole group share-outs
Cold-calling
Cold-calling
Journal entries (bi-weekly journal check)
Journal entries (bi-weekly journal check)
Written responses (ACQC or quick write)
Written responses (ACQC or quick write)
Annotations
Annotations
Socractic seminar discussion
Socractic seminar discussion
Exit ticket
Exit ticket
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