Hook, Housekeeping & Homework Monday

Have out your…1. Step 4: Works Cited2. Heritage Project Steps sheet3. Choice reading book

Begin reading your choice book silently!If you do not have a book to read today, I will give you a 10 minute pass to go check one out. GIVE ME MY PASS BACK WHEN YOU RETURN

• Homework: Heritage Project!

Past, Present, Future Monday

• Formative #2 “American History”

• Heritage Project & Choice Reading • Works Cited• Date Changes

• Heritage Project • Rational• Works Cited & Rational checked off tomorrow!

• New Text Type!• Counseling

Text Types Monday

Standards• 2 Reading for All Purpose • 3 Writing and CompositionObjectives: 1. You will be able to identify and explain your choice book and

initial reactions to it.2. You will be able to identify assessment criteria and make

corrections to your Works Cited page.Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Choice Reading Monday

You will be able to identify and explain your choice book and initial reactions to it.• What type of text did you chose?• What is the title? Who is the author? • What is it about so far? (characters, setting, rising action,

conflict)• How do you like it so far? Will you keep reading? (10% rule)

Instruction: Obtain I Do – You Do Monday

Essential Question(s): How do I know what the type and purpose of the text is?What type of text is a Works Cited page? What is its purpose?A Works Cited page is an informational, non-fiction text that documents the sources used in a text.Purpose: to identify MLA format and make corrections as neededTask:1. Using the information provided during this model, make

needed corrections to your own Works Cited.2. If you do not have a Works Cited, either create one now

based on the information provided or write a paragraph identifying and explaining why you do no have it done.

Outcome: revisions for a final copy

Works Cited“Mathis & Mathias. Family History.” Mathis, David D. Personal

Paper. Feist, Nancy. Personal interview. 23 Sep. 2013.

Central Intelligence Agency. “Hungary.” “The World Factbook.” (Medium of publication) 23 Sep. 2013.

https://www.cia.gov/library/publications/the-world-factbook/geos/hu.html

Chandler 1

Works Cited

Feist, Nancy. Personal interview. 23 Sep. 2013.

“Hungary.” The World Factbook. Central Intelligence Agency, n.d.

Web. 23

Sep.2013.https://www.cia.gov/library/publications/the-

worldfactbook/geos/hu.html

“Mathis & Mathias. Family History.” Mathis, David D. Personal

Paper.

Text Types Monday

Standards• 2 Reading for All Purpose • 3 Writing and CompositionObjectives: 1. You will be able to identify assessment criteria and make corrections

to your Works Cited page.2. You will be able to identify and explain your choice book and initial

reactions to it.Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?• DOL: Show me your Works Cited page and corrections• Homework: Heritage Project! Rationale

Hook, Housekeeping & Homework Tuesday

Have out your…1. Step 4: Works Cited2. Step 5: Rationale3. Heritage Project Assignment sheet (one with the picture)4. Choice reading book

Begin reading your choice book silently!

• Homework: Heritage Project!

Past, Present, Future Tuesday

• Heritage Project & Choice Reading • Works Cited• Date Changes

• Heritage Project • Rationale

• New Text!• Counseling

Text Types Tuesday

Standards• 2 Reading for All Purpose • 3 Writing and CompositionObjectives: 1. You will be able to identify assessment criteria and provide

feedback about a peer’s rationale.

Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Instruction: Obtain I Do – You Do Tuesday

What type of text is the Rationale? What is its purpose?A non-fiction, informational text that gives the reasons or explanations for something

Did you write a rational for your project?Rationale: In addition to your Heritage Project, you will write a 200-300 word rationale that explains:1. why you chose the text type you chose2. how you used the conventions or craft tools of that text

type to develop the story3. a larger theme or main idea in the story4. what you learned in the process of completing the project

(about your ancestors, or the role of immigration in America, or the power of the text type you chose, etc.)

Instruction: Obtain I Do – We Do Tuesday

1. Groups of 33 minutes2. Read your rational aloud (Group does not interrupt.)3. Share what your purpose and what you are struggling with (Do not apologize!)30 seconds4. Group asks factual, clarifying questions (factual)2 minutes5. Group (not author) discusses what they’ve heard

- positive (warm, genuine) comments- Constructive (cool not cruel) comments

1 minute6. Author returns to discussion: What did you learn? What new ideas do you have?

Peer FeedbackModel

I wrote four paragraphs for my Heritage Project. They are about how my grandmother came over as an immigrant and became a nurse and started a nursing college. I wanted to convey the many interesting details that she told me about her life. I used many of the facts and dates that she told me in the interview. I also wrote it in chronological order. I had no idea that my grandmother had actually started a college, so learning that was really interesting to me! The most difficult thing, actually, was deciding what text type to use.

I like the way the writer…• Identified two craft tools• Identified a main idea in the 2nd sentence• Wrote clear and understandable sentencesCould the writer consider….?• I’m confused about…

• The text type; did she specifically identify it?• I wonder about….

• the rationale length; it looks like only 100 words• I wonder if…

• She should move the last sentence up to the front of the paragraph in order to tie it in with identifying the text type

• I’d like to know more about…• The purpose for writing this type of text• How and why she incorporate specific craft tools• Why it was a difficult deciding on the text type• Why she found starting a college interesting

Activities: Develop & ApplyWe Do Tuesday

Purpose: To prepare draft rational for a finalTasks: 1. Groups of 33 minutes2. Read your rational aloud (Group does not interrupt.)3. Share what your purpose and what you are struggling with (Do not apologize!)30 seconds4. Group asks factual, clarifying questions (factual)2 minutes5. Group (not author) discusses what they’ve heard

- positive (warm, genuine) comments- Constructive (cool not cruel) comments

1 minute6. Author returns to discussion: What did you learn? What new ideas do you have?Outcome: ideas to improve your rational

Text Types Tuesday

Standards• 2 Reading for All Purpose Objectives: You will be able to identify assessment criteria and provide feedback about a peer’s rationale.Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

HOMEWORK: Heritage Project!

Hook, Housekeeping & Homework Wednesday/Thursday

Begin reading your choice book silently!

HOMEWORK: HERITAGE PROJECT DUE FRIDAY1. Rationale2. Project3. Works Cited4. Rubric

Past, Present, FutureWednesday/Thursday

• Heritage Project & Choice Reading • Works Cited & Rationale Due

• If you do not turn in a Works Cited page with your final Heritage Project, I do not have to score the final project!

• Date Changes

• New Text Type!

• Counseling

Text Types Wednesday/Thursday

Standards• 2 Reading for All Purpose Objective: You will be able to annotate a variety of non-fiction informative (expository) texts in order to identify common characteristics in this text type and how these characteristics are used to convey main idea.

Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

Text Types : What have we read? What are you writing?

Creative: Poem “Push and Pull”• Imagery• Figurative language (metaphors, similes, etc.)• Lines, stanzas• Diction

Fiction: Narrative – “American History”• Setting• Characters, characterization• Conflict• Climax (turning point)• Symbolism• Irony• Theme• Imagery• Figurative language (metaphors, similes, etc.)• Diction• Dialogue

Non-fiction Persuasive: Op-ed article“Quilt of a Country”• Persuasive language• Personal experience• Facts, Statistics• Argument, Call to action• Diction, irony• Expert opinion• Imagery, metaphors, similes• Historical references, Allusions• Logical order

Nonfiction Informative: • Facts, Statistics, Research-based• Personal experience• Historical information, references• Expert commentary• Diction• Logical order

Census Bureau Survey Indicates How Americans Live

Listen to the following Morning Edition interview: • http

://www.npr.org/player/v2/mediaPlayer.html?action=2&t=3&islist=true&id=3&d=09-19-2013

1. Listen to the following audio news clip2. Write at least one specific idea that is related to one of the

texts we have read thus far:• “Push and Pull”• “A Quilt of a Country”• “American History”• OR your Heritage Project Research

“Fewer Mexicans Head to U.S. as Home Exerts More Pull”

Purpose: To practice identifying supporting details and main ideas in a news article with graphsTasks:1. Annotate your graph: Summarize the main point of your assigned graph

in the margin next to the graph and draw one conclusion: what is one fact you can pull from the graph?• What text type are you examining?• What are characteristics of this text type? • How do these characteristics help convey a main idea? What is it?

2. Form groups of 4 – one person pre graph3. Share – 1 minute each & write a margin summary next to each graph

Can you draw any conclusions between or among graph texts? When looking at the facts, what do you notice?

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Fewer Mexicans Head to U.S. as Home Exerts More PullTasks Continued:1. Read and annotate the article, look for the main idea/thesis and supporting details: what

reasons are given for immigration slowing down (R1 in margin for 1st reason, R2, R3 )2. If you see R1 repeated, write R1 again.3. Then, discuss:

1. What text type are you examining?2. What are characteristics (craft tools) of this text type? (feel free to look at your

Content & Craft sheet!)3. How do these characteristics help convey a main idea? What is it?

4. Complete (at least 1-2) the handout “Questions of news article on Mexican immigration”FIX THE TEXT TYPE TYPO! STORY = ARTICLE! Also, should be Reason 1, Reason 2, Reason 3

Objective DOL: 5. What text type(s) did we examine today?6. What are common characteristics (craft tools) of the text type? (see next 2 slides)7. How do these characteristics help convey main ideas?

“Fewer Mexicans Head to U.S. as Home Exerts More Pull”

But experts from both sides of the border are skeptical that the U.S. will see an upsurge in immigration from Mexico, citing a strengthening Mexican economy, increases in border security that have made crossing costlier and more dangerous, and demographic changes in Mexico, such as a falling fertility rate.

More than 700,000 Mexicans came to the U.S. in 2000 alone, a peak in immigration flows. But immigration slowed to a trickle between 2005 and 2010, according to the nonpartisan Pew Hispanic Center, so much so that the number of Mexicans returning to their home country offset the number coming to the U.S.

"Whether they'll go up from here or not is dependent on a lot of factors," said Jeffrey Passel, senior demographer for the Pew Hispanic Center, among them the health of the U.S. economy and a potential immigration overhaul. But "we won't see flows as big as we saw around 2000, ever.“

New opportunities are coming to Mexico. Luxury-car maker Audi laid the foundation stone in May for a factory in Puebla—the German company's first in North America—to manufacture the Audi Q5 SUV. The project is set to create 3,800 jobs at the plant and some 16,000 jobs at suppliers and other businesses.

The Mexican economy grew at a 4% annual rate in 2012, compared with 2.2% in the U.S. In the state of Puebla, the source of hundreds of thousands of immigrants to the U.S., the economy grew at a 6.6% rate in the fourth quarter of 2012, according to government statistics. The unemployment rate in Puebla was just above 4% in April.

Expository/informational: News Article – “Fewer Mexicans”

Add to Notes• The writer remains objective—that is, the writer tries his best

to fairly convey facts and a variety of other people’s perspectives and opinions, but does not insert his own opinions into the article.

• Usually organized into short, one- or two-sentence paragraphs that are very easy to read and digest.

• Uses verifiable facts to support the ideas of the article.• Uses quotes and opinions/perspectives of experts and people

directly involved in or affected by the issue.

Text Types Wednesday/Thursday

Standards• 2 Reading for All Purpose Objective DOL: 1. What text type(s) did we examine today?2. What are common characteristics (craft tools) of the text type? 3. How do these characteristics help convey main ideas?

Relevance: If you understand how an author uses craft tools to form a purpose for a text, then you will be able to choose the mode of writing and conventions to best achieve your own purpose.Essential Question(s): How do I know what the type and purpose of the text is?

HOMEWORK: HERITAGE PROJECT DUE FRIDAY4. Rationale5. Project6. Works Cited7. Rubric

Hook, Housekeeping & Homework Friday

HERITAGE PROJECT DUE!1. Rationale2. Project3. Works Cited4. Rubric (“Heritage Project Assessment” 6 categories)

• MAKE SURE YOUR HEADING (NAME) IS ON EVERYTHING!• STAPLE IN ORDER ABOVE IF APPROPRIATE• I WILL CALL YOU UP TO TURN IT IN• WE ARE LEAVING IN 5 MINUTES FOR COUNSELING

PRESENTATION; BE READY TO GO!

10th Standards1. Oral Expression and Listening1. Content that is gathered carefully and organized well successfully influences an audience2. Effectively operating in small and large groups to accomplish a goal requires active listening2. Reading for All Purposes1. Literary and historical influences determine the meaning of traditional and contemporary literary texts2. The development of new ideas and concepts within informational and persuasive manuscripts3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts3. Writing and Composition1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience2. Organizational writing patterns inform or persuade an audience3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process4.Research and Reasoning1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy

Tying Texts TogetherPurpose: to identify characteristics of similar (NOT necessarily the same!) text typesTasks:1. Read Text 1, annotate2. Discuss and write answers to 3 questions3. Watch Text 1http://www.youtube.com/watch?v=XvIDqgyK8fw

4. Discuss and write answers to 5 questions5. Read Text 3, annotate6. Discuss and write answers to 2 questions7. For each of the 3 texts discuss:• What text type are you examining?• What are characteristics of this text type? (feel free to use Content & Craft sheet)• How do these characteristics help convey a main idea? What is it?

• How are these articles similar? How are they different?

While you wait…Purpose: To identify differences among a personal narrative, a personal memoir, and a personal essay.Tasks:1. Read the three texts provided on the front table:• “My Pal, Robert”• “My First Life Line”• “A Doubting, Questioning, Mind”Look for the author’s focused purpose (What is the author trying to say here?Identify which supporting details in each piece most effectively contribute to the author’s purposeWhen looking as characteristics, what subtle differences exist among these texts?Outcome: Standards• 2 Reading for All Purpose Objective: You will be able to annotate a text in order to identify ARG elements: title, author, main idea, supporting details, and craft tools.