haleyncampbell.files.wordpress.com · Web viewRI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

Culture and Diversity Standards OverviewObjectives:Core Standards

RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.1.2 and RL.1.2 Determine a central idea or theme of a text and 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.

RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Target StandardsRL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeTexts: The House on Mango Street, I Am Malala (Excerpt) “Girl” “White Lies” “Heforshe” (commonlit) “Equal pay for Equal Play” (Upfront) “My dream about being white” “Painful Legacy” (Upfront) “Brave New World” (Upfront) “The Migrant Crisis” (Upfront) “The Fight Over Immigration” (Upfront) “Mexico Image vs. Reality” (Upfront) “Japanese Relocation During WWII” (Commonlit) “Herd Behavior” (Commonlit) “Purple Passion of Sandra Cisneros” (Interactive Reader) Achieve:Differences are Ok, Is This Reality TV, A Camp For Change, Wanted: More Women in top Jobs, The Many Faces of New York’s Police, Finding New Voices, The Voices of Miami, Now That’s Living.

Goals/ Objectives: Students will read a variety of texts from all over the world learning about diverse perspectives. Students will discuss issues of diversity, race, and gender.

Students will focus on analyzing theme and using textual evidence to support their claims. Students will work on refining their vocabulary. Final Assessment: Students will complete a unit test over the texts read in this section. Activities Overview: Students will begin by watching a brief lecture on culture. Students will work to define culture. At the beginning of each week or segment students will work at the word wall or in their interactive notebooks to define important vocabulary for the week. Students will begin the unit by reading The House On Mango Street paired with readings about immigration and minorities in the United States. Students will then begin to read works from the Middle East and discuss diversity in world religions. Students will end the unit by completing a study on gender and race in the United States and around the world. Students will focus mainly on vocabulary, citing textual evidence, theme/main idea, and cultural perspectives. For bellwork students will read independently for Intensive Reading and complete Quickwrite Journals over topics pertaining to class discussion for English.

Immokalee High School Lesson PlansInstructor: Haley Campbell Course: English 2 and Intensive Reading Unit: Culture and Diversity

Week 1Monday:English 2Objectives:RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Instructional Activities:Students will begin class by defining “what is culture?” Students will work in groups to discuss what the word means. Each group should come to a definition of the word and write it on their whiteboards. Students will then share their answers with the class. Students will then watch a short video about culture all over the world. In groups, students will define what the culture of the group looks like. They will create a poster with hashtags to represent themselves.

Materials:Culture video, Culture PowerPoint, poster boards

Intensive ReadingObjectives:RI.1.2 and RL.1.2 Determine a central idea or theme of a text and 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.

Instructional Activities:Students will learn about their independent reading projects. On this day students will go to the Media Center to get books for their book project. For this project, students will be required to read one book per quarter and fill out a reading log each day for bellwork answering one of the following questions: What new vocabulary words did you find in this section? How did the characters change or grow in this section? What is one lesson you can take away from this section? Students will also write the page numbers they read during this time.

Materials:Independent reading project sheetsTuesday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will listen to a mini-lesson on citing evidence. During this time they will listen to the RAP and RACE strategies. Then students will glue these strategies into their notebooks. Students will then listen to an introduction to The House on Mango Street and Sandra Cisneros the author of the book. Finally, students will complete an anticipation guide for the book.

Materials:Mini-lesson, ISN materials, Sandra Cisneros introduction.

Intensive ReadingObjectives:RI.1.2 and RL.1.2 Determine a central idea or theme of a text and 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.

Instructional Activities:Students will listen to a mini-lesson on theme vs. main idea. Students will take notes and include these ideas in their ISN. Once students have discussed these ideas we will work on defining the big words for this unit (society, stereotype, norm, catalyst, deviate, multiculturalism, coexist, perception, bias). Each group will have a different word and will use either

the word pyramid graphic organizer or the poem definition graphic organizer to define the word. Students will then share the words with their classmates.

Materials:Graphic organizer templates, theme vs. main idea mini-lesson notes

Wednesday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will begin by answer the journal question: Describe your perfect home. Students will then read and discuss pages 3-9 of The House on Mango Street. When students have finished reading, I will model the House activity. Students will draw the house on mango street using textual evidence from pages 3-5. Students must use direct citations to receive credit on the assignment.

Materials:House Activity, class set of the book

Intensive ReadingObjectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will listen to a mini-lesson about the difference between fiction and non-fiction. Students will then read the article “The Purple Passion of Sandra Cisneros” and answer the accompanying questions. Students will then use textual evidence to answer the question how did Sandra Cisneros overcome the difficulties of her childhood? Materials:“The Purple Passion of Sandra Cisneros” and fiction vs. non-fiction information Thursday:English 2Objectives:


Instructional Activities:Students will answer the bellwork journal: what does your name mean? Are you named after someone? Students will then read pages 10 and 11 in the book and discuss why Esperanza does not like her name. We will close read the section that says, “She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be” (11). Students will then complete the Window Activity where they will discuss what they dream about when they look out the window. With the remaining time students will switch words and complete another word pyramid or poem definition for the unit vocabulary.

Materials:Books, Window Activity, word organizers


Instructional Activities:Students will complete all five steps of the achieve article “Now, That’s Living.” Students will then write a short response explaining how this article relates to the topics in class.

Materials:Laptop cart

Friday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will answer the journal question: describe Esperanza. What do we know about her so far?

Students will read pages 12-25 in the book discussing important sections as we go. Students will then complete a Practice Worksheet on textual evidence to be used as a formative assessment.

Materials:Books, worksheet


Instructional Activities:Students will read the Upfront article “Mexico Image vs. Reality” to determine the main idea. Students will then answer the accompanying questions. Finally, as an exit ticket, students will answer how Esperanza’s image of Chicago differs from what she expected it to be like.

Materials:Upfront article, exit tickets

Week 2Monday:English 2Objectives:RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Instructional Activities:Students will read pages 26-28 and discuss the fear that people have of others. We will focus on the words perception, bias, and stereotypes during today’s lesson. Students will use one of the graphic organizers to define the words in their ISN. In groups, students will discuss how stereotypes, bias and perceptions impact their lives. Students will write one stereotype, bias, or perception that is common today on the board. We will discuss how changing these perceptions can change our community.

Materials:Books


Instructional Activities:Students will read the Upfront article “The Fight Over Immigration” and answer the accompanying questions. Finally, as an exit ticket, students will answer how people’s perceptions of immigrants affect society. Students will also answer if they think these perceptions are true or false.

Materials:Upfront article, exit ticket Tuesday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will answer the journal prompt how does fear impact our view of immigrants?Students will read pages 29-38 and discuss the reading as a group. Students will complete the Mice and Family activity where they use textual evidence to discuss how the idea of family changes across cultures. Students will write on their “mice” what the impact of Alicia’s missing father is in her life.

Materials:Mice and Family activity, books,

Intensive ReadingObjectives:RI.1.2 and RL.1.2 Determine a central idea or theme of a text and 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.

Instructional Activities:Students will continue to read the Upfront article “The Fight Over Immigration” and answer the accompanying questions. Finally, as an exit ticket, students will answer how people’s perceptions of immigrants affect society. Students will also answer if they think these perceptions are true or false.

Materials:Upfront article, exit ticket

Wednesday:English 2Objectives:

Instructional Activities:Students will complete a journal activity answering the question: Have you ever felt ashamed of your house or family? What did you do? Students will read pages 39-48. Students will use textual evidence to answer the accompanying questions. Students will split into six groups. Each group will close read one of the following chapters “A Family Tree” “A Rice Sandwich” and “Chanclas” to search for textual evidence that describes Esperanza. Students will then group with a partner from another group and share their expert information on their chapter.

Materials:Books


Instructional Activities:Students will read the article “Herd Behavior” from commonlit and answer the accompanying questions. Finally, as an exit ticket, students will write a short response as to how this article connects to our previous class discussions.

Materials:“Herd Behavior” Thursday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will answer the journal question: Students will read pages 49-61 and discuss the reading. Students will then split into groups and discuss one of the following chapters: “Hips” “The First Job” “Papa Who Wakes Up Tired in the Dark” and “Born Bad.” Each group will create a sketch summary of their chapter, using textual evidence to support their drawing.

Materials:Books, sketch summary guidelines

Intensive ReadingObjectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will read the Commonlit article Japanese Relocation During WWII” and answer the accompanying questions. Finally, as an exit ticket, students will write a short response as to how this article connects to our previous class discussions.

Materials:Commonlit article

Friday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:

Students will answer the journal question: What superstitions do you know of? Do you believe in superstitions? Why or why not? Name some superstitions that are common. Students will read pages 62-64 and look for superstitions that Esperanza talks about. Then students will discuss common superstitions. (It’s bad luck to walk under a ladder, Beware of Friday the 13th, Don’t spill the salt, God Bless you.) Students will then complete the Superstitions Project With a partner, students will compile the superstitions that Esperanza refers to in this chapter. Then, research two of the superstitions to find their origins. Students will tell me the origin, summarize the source, and provide a direct quote.

Example:

Superstition: Beware of Friday the Thirteenth.

Origin:

According to some legends, Adam and Eve were banished from Eden, Noah’s flood, and Christ’s crucifixion all occurred on a Friday. According to my research, “Christians also noted that twelve witches plus on devil are present at Satanic ceremonies so Friday and 13 make a deadly combination” (Silly Superstitions).

Site Used:

http://islandnet.com/~luree/silly.html

Materials:Books, sketch summary guidelines


Instructional Activities:Students will complete all five steps of the achieve article “The Voice of Miami.” Students will then write a response to how this article connects to our class discussions.


Week 3Monday:English 2Objectives:


Instructional Activities:Students will complete the journal activity: Students will read pages 65-75 and answer accompanying discussion questions. Students will then complete the Four Skinny Trees Activity. Each group will answer one of the following questions. Why are the four skinny trees the only ones who understand her? Why is their strength a secret? How do they teach? Why do they not belong there but are there anyway? Students will then report back to their regular groups as an expert on their question. They will discuss their findings and record on their sheets. Materials:Worksheets


Instructional Activities:Students will complete all five steps of the achieve article “Finding New Voices.” Students will then write a response to how this article connects to our class discussions. Materials:Laptop cart Tuesday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will answer the journal question: What is a simile and metaphor and give one example. Students will then listen to a mini-lesson on figurative language, adding a sheet to their ISN. Students will read pages 76-92. While reading students will search for metaphors and similes. Students will accurately cite each piece of evidence. Each group will have a different chapter to search through. Students will then come back together to share their findings. Materials:Books, figurative language ISN page

Intensive ReadingObjectives:


Instructional Activities:Students will read the poem “Legal Alien” and discuss how the themes in the poem relate to The House on Mango Street. Students will then choose one of the unfamiliar vocab words from the poem and practice with the word graphic organizers.

Materials:Legal Alien poems Wednesday:English 2Objectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will answer the journalStudents will read pages 92-110 and finish the book. Students will close read page 110, discussing the impact of Esperanza’s nationality on her life. Students will then write a short reflection answering the following question: Esperanza says “They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out.” What does she mean by this? Now that you have read the book, discuss why Esperanza would come back to a place that has so many painful memories.

Materials:Books, short responses


Instructional Activities:Students will complete all five steps of the achieve article “Differences are OK.” Students will then write a response to how this article connects to our class discussions. Materials:Laptop cart

Thursday:English 2Objectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will answer the journal question: why should we read The House on Mango Street?Students will then split into groups to make book talk posters for the book. Students will include the title, the author, their favorite quote, and the reason students should read this book. Students will then share their posters with the rest of the class.

Materials:Posters


Instructional Activities:Students will complete all five steps of the achieve article “Is This Reality TV?” Students will then write a response to how this article connects to our class discussions.


Friday:English 2 & Intensive ReadingExtra day for makeup work, for review, for missed days, etc.

Week 4Monday:English 2Objectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will answer the journal question: what do you know about the middle east or Islam? Students will then listen to a mini-lesson on Islam and the Middle East. Students will then read an excerpt from the book I Am Malala. Students will then compare and contrast Malala and Esperanza.

Materials:Islam mini-lesson, excerpts

Intensive ReadingObjectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will complete the Commonlit article about Malala Yousafzai’s and answer the accompanying questions. Students will then discuss the difference in treatment between Mexican or Hispanic immigrants and Islamic or middle eastern immigrants. Materials:Commonlit article Tuesday:English 2Objectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:

Students will follow along as I read Ms. Marvel to them. While I read, students will compare and contrast Malala and Ms. Marvel. When I have finished reading, students will discuss the following questions: What role does family play in this story? What role does religion play in this story? What challenges does Ms. Marvel overcome? How does this graphic novel connect to the topics we are discussing? Materials:Ms. Marvel

Intensive ReadingObjectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will listen to a mini-lesson on purpose and point of view. Students will complete the Commonlit article about Ms. Marvel and answer the accompanying questions. Students will then discuss the author’s purpose and point of view in this article.

Materials:Commonlit article

Wednesday:English 2 & Intensive ReadingObjectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will split into partners. For the first half of class each student will read either “Brave New World” or “The Migrant Crisis.” Students will then answer the accompanying questions. For the second half of class students will switch and share their information. What information is similar between the two articles? What information is different? Students will fill out a chart that they will then turn in and share with the class.

Materials:Upfront articles, questions, chart Thursday:English 2

Objectives:RL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Instructional Activities:Students will read the Upfront article “Who Gets to Work at Abercrombie?” and answer the accompanying questions. Students will then discuss how religion plays a role in the daily lives of Americans. Students will connect this article back to Malala and discuss what they think Malala would have done in this situation. Materials:Upfront article and questions Intensive ReadingObjectives:RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Instructional Activities:Students will complete all five steps of the achieve article “A Camp For Change.” Students will then write a response to how this article connects to our class discussions. Materials:Laptop cart Friday:English 2 & Intensive ReadingExtra day for makeup work, for review, for missed days, etc.

Week 5Monday:English 2Objectives:RI.1.2 and RL.1.2 Determine a central idea or theme of a text and 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.

Instructional Activities:Students will begin the final segment of this unit by defining racism, sexism, and patriarchy for bellwork. Students will then discuss what these words mean. Students will watch a short clip about racism and sexism in the United States today. Students will

then split into groups and use the word organizers to define the bellwork words. Materials:Videos, organizers


Instructional Activities:Students will complete all five steps of the achieve article “The Many Faces of New York’s Polices.” Students will then write a response to how this article connects to our class discussions. Materials:Laptop cart Tuesday:English 2Objectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will read “Girl” by Jamaica Kincaid and discuss the themes of sexism and racism within the piece. Students will answer accompanying questions and discuss the importance of this piece.

Materials:Girl

Intensive ReadingObjectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will read the Commonlie article “Maybe Mean Girls’ Mental Games Have a Purpose” and answer the accompanying questions. Finally, students will complete an exit ticket that answers: how does this article connect to our other in class discussions?

Materials:Commonlit article and questions

Wednesday:English 2Objectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will answer the journal question: Where is the line between racism and curiosity?Students will then watch the slam poetry “Ambiguous” and discuss what they’ve watched. Students will then read “White Lies” and discuss the themes and point of view within this poem. Students will discuss why the poet lies about being white. Finally, students will compare “White Lies” to “Girl.”

Materials:White lies, ambiguous,

Intensive ReadingObjectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will read the Upfront article “A Painful Legacy” and answer the accompanying questions. Finally, students will complete an exit ticket that answers: how does this article connect to our other in class discussions?

Materials:Upfront Article Thursday:English 2Objectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will answer the question: What is feminism? Students will then watch Emma Watson’s Heforshe speech. When students have finished watching, they will answer the accompanying Commonlit questions. Students will discuss what they learned from the speech. Students will also discuss how Watson develops her purpose throughout the speech. Materials:

Heforshe speech and questions

Intensive ReadingObjectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will read the Upfront article “Equal Pay for Equal Play” and answer the accompanying questions. Finally, students will complete an exit ticket that answers: how does this article connect to our other in class discussions?

Materials:Upfront article and questions

Friday:English 2Objectives:RI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeInstructional Activities:Students will read the Commonlie article “Stereotypes Might Make Female Hurricanes Deadlier” and answer the accompanying questions. Finally, students will complete an exit ticket that answers: how does this article connect to our other in class discussions?

Materials:Commonlit article and questions


Instructional Activities:Students will complete all five steps of the achieve article “Wanted: More Women in Top Jobs.” Students will then write a response to how this article connects to our class discussions.


Week 6Monday:English 2& Intensive ReadingObjectives:Core Standards




Target StandardsRI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeRL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Instructional Activities:Students will review for their upcoming unit test.

Materials:Review materials. Monday:English 2& Intensive ReadingObjectives:Core Standards




Target StandardsRI.2.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purposeRL2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Instructional Activities:Students will complete their unit test. They will have both periods to answer all the questions.

Materials:Tests***Resources BelowName: _______________________ Culture and Diversity Test

Directions: Write your answers on a separate sheet of paper. Do NOT write on this page.

White LiesBy: Natasha Trethewey

The lies I could tell, when I was growing up light-bright, near-white, high-yellow, red-boned in a black place, were just white lies.

I could easily tell the white folks that we lived uptown, not in that pink and green shanty-fled shotgun section along the tracks. I could act like my homemade dresses came straight out the window of Maison Blanche. I could even keep quiet, quiet as kept,

like the time a white girl said(squeezing my hand), Now we have three of us in this class.

But I paid for it every timeMama found out.She laid her hands on me,then washed out my mouthwith Ivory soap. Thisis to purify, she said,and cleanse your lying tongue.Believing her, I swallowed sudsthinking they'd workfrom the inside out.

1. Which of the following quotes provide evidence that the speaker in “White Lites” is embarrassed by her home? (RL1.1)

a. ”I could act like my homemade dresses came straight out the window of Maison Blanche”

b. ”But I paid for it every time Mama found out.”c. ”I could easily tell the white folks that we lived

uptown.”d. ”I could even keep quiet, quiet as kept, like the

time a white girl said…Now we have three of us in this class.

2. How is the title of the poem “White Lies” a play on words? (RI2.4)

a. The speaker is lying about being white. b. The speaker uses colorful language.c. The poem talks about lying.d. The speaker dislikes the white folks.

my dream about being whiteby: Lucille Clifton

hey music and me only white, hair a flutter of fall leaves circling my perfect line of a nose, no lips, no behind, hey white me and i’m wearing white history but there’s no future in those clothes so i take them off and wake up dancing.

3. How does the speaker describe “being white”? Use text evidence to support your answer. (RL1.1)

Girl

By: Jamaica Kincaid

Wash the white clothes on Monday and put them on the stone heap; wash the color clothes on Tuesday and put them on the clothesline to dry; don’t walk bare-head in the hot sun; cook pumpkin fritters in very hot sweet oil; soak your little cloths right after you take them off; when buying cotton to make yourself a nice blouse, be sure that it doesn’t have gum in it, because that way it won’t hold up well after a wash; soak salt fish overnight before you cook it; is it true that you sing benna in Sunday school?; always eat your food in such a way that it won’t turn someone else’s stomach; on Sundays try to walk like a lady and not like the slut you are so bent on becoming; don’t sing benna in Sunday school; you mustn’t speak to wharf-rat boys, not even to give directions; don’t eat fruits on the street—flies will follow you; but I don’t sing benna on Sundays at all and never in Sunday school;this is how to sew on a button; this is how to make a buttonhole for the button you have just sewed on; this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming; this is how you iron your father’s khaki shirt so that it doesn’t have a crease; this is how you iron your father’s khaki pants so that they don’t have a crease; this is how you grow okra—far from the house, because okra tree harbors red ants; when you are growing dasheen, make sure it gets plenty of water or else it makes your throat itch when you are eating it; this is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard; this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all; this is how you smile to someone you like completely; this is how you set a table for tea; this is how you set a table for dinner; this is how you set a table for dinner with an important guest; this is how you set a table for lunch; this is how you set a table for breakfast; this is how to behave in the presence of men who don’t know you very well, and this way they won’t recognize immediately the slut I have warned you against becoming; be sure to wash every day, even if it is with your own spit; don’t squat down to play marbles—you are not a boy, you know; don’t pick people’s flowers—you might catch something; don’t throw stones at blackbirds, because it might not be a blackbird at all; this is how to make a bread pudding; this is how to make doukona; this is how to make pepper pot; this is how to make a good medicine for a cold; this is how to make a good medicine to throw away a child before it even becomes a child; this is how to catch a fish; this is how to throw back a fish you don’t like, and that way something bad won’t fall on you; this is how to bully a man; this is how a man bullies you; this is how to love a man, and if this doesn’t work there are other ways, and if they don’t work don’t feel too bad about giving up; this is how to spit up in the air if you feel like it, and this is how to move quick so that it doesn’t fall on you; this is how to make ends meet; always squeeze bread to make sure it’s fresh; but what if the baker won’t let me feel the bread?; you mean to say that after all you are really going to be the kind of woman who the baker won’t let near the bread?

4. Part A: What is the mother’s MAIN concern for her daughter? (RL1.2)

a. That she has a good reputation.

b. That she learns how to cook and clean.

c. That she doesn’t sing benna in Sunday School.

d. That she stays away from “warf rat” boys.

5. Part B: Which of the following quotes best supports your answer to Part A? (RL1.1)

a. ”on Sundays try to walk like a lady”

b. ”this is how to sew a button”

c. ”don’t sing benna in Sunday school”

d. ”you mustn’t speak to whart-rat boys”

6. Which of the following is the best reason for why the text is one long sentence? (RI2.6)

a. The text is not just one long sentence.

b. The author wrote the text this way so it would feel like a lecture.

c. The author just wanted to write one long paragraph.

d. The author was trying to make you read the text quickly.

Short Response

Directions: Write two to three sentences answering the following questions.

7. How does society label people? Are there any benefits to having a label placed on someone? Why or why not? If there are, what are the benefits? You may refer to any of the texts we have read in the past three weeks. (RL1.2)

8. How does culture affect our view of self? Refer to the many diverse texts we have read to answer this question. Also, name something new you learned about a culture that is different from your own. (RL1.2)

9. Compare and contrast Islamic or Middle Eastern Culture to Mexican or Hispanic culture. You need to include one similarity and one difference. (RL2.6)

10. Does sexism still exist in America today? Use textual evidence or examples from the readings we have discussed to support your answer. (RL1.1)

Vocabulary

Directions: Match the word with the definition. (RI2.4)

11.Society: A. widely believed image or idea of a particular type of person or thing

12.Stereotype: B. prejudice, stereotyping, or discrimination based on sex

13.Sexism: C. to move away from or depart from the expected path/course

14.Racism: D. prejudice, stereotyping, or discrimination based on race

15.Norm: E. the group of community that one is a part of

16.Catalyst: F. something that is usual, typical, or standard

17.Deviate: G. a person/thing that sparks or initiates an event

18.Patriarchy: H. to exist at the same time or in the same place (ideally without conflict)

19.Multiculturalism: I. the idea that multiple races, religious groups, and cultures can co-exist

20.Coexist: J. system of society or government in which men hold the majority of the power

Then use five of the words in a sentence. The sentence needs to show that you UNDERSTAND the meaning of the word!

21. Define culture. What does it mean to you?

House On Mango Street Questions

22. Describe Esperanza using textual evidence. You may use a physical description or a description of her personality, but you need to use textual evidence to support your answer. (RL1.1)

23.What do we learn about life for immigrants in The House on Mango Street? (RL2.6)

24.Provide and overall summary of the book. Your summary needs to be at least three sentences and include all the major characters and major events.

25. Compare Malala to Esperanza. Include one similarity and one difference between the two. (RL2.6)

Bonus Questions:

1. Name two authors that we have read that are not on this test. 2. Why is English the most important area of study according to Mrs. Campbell? 3. Define one of the following words. Each one is worth one point.

a. Animosity b. Dominantc. Repressed

Name: _________________________

Dream House

Directions:

Write at least three sentences and provide at least two direct quotes.

1.What does Esperanza’s dream house look like? Provide at least two direct quote to prove your answer.

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How to Use Evidence When you use evidence, follow these steps, use these sentence stems, and ask yourself these questions.

A. Ask yourself:a. Does the quote support what I’m saying?b. Is this the best piece of evidence to prove my point?c. Should I use a direct quote, or paraphrase the text?

B. When using direct quotes:a. The text states, “…..,” (pg__,paragraph__).b. In the text it says, “……,” (pg__,paragraph__).c. The author says, “……,” (pg__,paragraph__).

C. When using paraphrased evidence:a. According to the text …….. (pg__,paragraph__).b. As stated in the text …….. (pg__,paragraph__).c. The text says …….. (pg__,paragraph__).

D. Explain the importance of the evidence:a. This quote explains ……..b. From this evidence, one can see ……..c. Based on the evidence ……….d. If (restate the evidence used) is true, then (make a prediction)

……

Name: ___________________

Window ActivityDirections: On the worksheet, list the things that you hope for your future. What things do you wish to become? What dreams do you hope to accomplish? What kind of person do you want to become?

Name: ___________________________

Practice Worksheet

What kind of house was the flat on Loomis? Provide a direct quote from the text.

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What kind of family is Esperanza’s? What are her parents like? What kind of relationship does she have with her siblings? Make an inference based on what you the text says. Provide an explanation with textual evidence to support your answer.

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Why does Esperanza include cultural references? Make an inference based on what you the text says. Provide an explanation with textual evidence to support your answer.

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Why is Esperanza ashamed of the house on Mango Street? Make an inference based on what you the text says. Provide an explanation with textual evidence to support your answer.

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Name: _________________________

Culture Formative Assessment

9.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text says explicitly.

What kind of house does Esperanza want to live in? Provide a direct quote from the text.

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Which of the following shows us that Esperanza moved a lot?

a. “We didn’t always live on Mango Street. Before that we lived on Loomis on the third floor, and before that we lived on Keeler. Before Keeler it was Paulina, and before that I can’t remember.”

b. “We had to leave the flat on Loomis quick. The water pipes broke and the landlord wouldn’t fix them.”

c. “Our parents always told us that one day we would move into a house, a real house that would be ours for always so we wouldn’t have to move each year.”

9.RL.2.1 Cite strong and thorough textual evidence to support analysis of inferences and interpretations drawn from the text.

Esperanza does not tell us what her nationality is, but we can make a guess based on what the text says. What is Esperanza’s heritage? Provide a direct quote that proves how you came to this conclusion.

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Using both the section “My Name” and “Mango Says Goodbye Sometimes,” determine what Esperanza means when she says, “They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out.” Provide at least one direct quote that proves how you came to this conclusion.

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9.RV.2.1 Use context to determine or clarify the meaning of words and phrases.

What does trudged mean in line 84.

a. Plodded b. Glidedc. Skippedd. Tripped

What does inherit mean in line 71

a. To provide for a relative b. To expect or require from a relative c. To return something to a relative d. To receive or take over from a relative

What does she mean when she compares her grandmother to a “fancy chandelier” in line 66?

a. Her grandfather treated her like a piece of decoration.b. She was pretty. c. They had a fancy house.

Documents

haleyncampbell.files.wordpress.com · Web viewRI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from