To contextualize prior knowledge To Analyze the skills necessary for success in the unit Highlight important words on page 4 Add unknown words to vocab journal [subcultures, diction, syntax, imagery, symbol, tone] Answer questions 1-3 on page 5 Unpack EA 1.1 [page 24] identifying skills and knowledge needed for assessment. Unit 1 Activity 1.1 Previewing the Unit

To examine culture as a thematic concept To analyze poem and generate response to literature Pages 6-9 Unit 1 Activity 1.2 quilting Metacognitive Markers *Interesting image ?Puzzling/question !Personal connection

Games CricketJai alaiCurlingSoccerRugby Faith IslamHinduChristianityJudaismMecca Food SushiBorschtPoiCroissantFlautas Clothing Blue jeansKimonoSariDashikiHijib Music SitarJembeTangoDiggery-dooUkulele Government DemocracyRepublicCommunismMonarchySocialism Language PortugueseFrenchJapaneseTagalogSwahili

Funny in Farsi Underline areas were the writer’s voice conveys aspects of culture clearly. Highlight where the diction (choice of words/language/terms), syntax (order of words into phrases/sentences), and imagery (descriptions that play to the senses) help shape the author’s voice. How does the author feel about women’s rights/gender equality in Iran?

To identify components of effective communication Unit 1 Activity 1.5 Effective Communication Sender Receiver Message Page 14 Face the back of your partner and get them to replicate the image on the yellow card I give you. Don’t peek. Use only your voice.

To examine and respond to the unit’s essential question To analyze and apply academic vocabulary Page 16 Complete graph with items shown by Rigs. Answer essential question Complete brainstorm Bring in 5 items in a bag for Monday 9/30 Unit 1 Activity 1.6 Contributions to our perceptions of the world 1Buddha 2Ring necklace 3Lisa Simpson 4Surfboard 5Color beads

To apply practice of close reading to a visual image. To analyze the stylistic elements of a visual medium. Page 17 Unit 1 Activity 1.7 Culture and Art

To analyze a poem for theme and author’s craft To create poetic emulation incorporating theme and style Pages T one: attitude about subject W ord Choice: specific words, connotations I magery: senses (sight, sound, smell, etc) S tyle: Use of language, poetic devices T heme: insight about life, big picture Thesis Statement: Unit 1 Activity 1.9 Circles of influence

In Pairs Person A Activities 1.1 (q1, 2, 3) Person B 1.5 (pg 14) (T.W.I.) Both Go over Vocab journal (notebook) Review Embedded Assessment (Pg 24)

Family: sayings, relatives, foods, music, art, mementos, rituals Neighborhood: parks, schools, landmarks, businesses School: friends, classmates, teachers, teams City: major streets, unique buildings, stadiums State: capital, state parks, tourist destinations Country: national identity and pride Page 21

Food Music Activities/Hobbies Clothing Beliefs Individual

To explore and categorize the influences on personal culture To analyze imagery, structure, and technique of poem. Pages Added to journal: images, connotation, denotation, diction, voice, symbol, eloquent, subculture, anaphora Write poem at bottom of 23: Imagery (sight, sound, touch, smell, etc) Anaphora T.W.I.S.T. your own poem Unit 1 Activity 1.9 Culture and Literature

Poetry Assignment due _____: Typed copy of Where I’m From poem due Include TWIST strategy for poem.

Complete graph on page 25 Pick 2 symbols from 5 categories (10 artifacts total) Pick 2 from the ten and write a paragraph about each. Review Rubric: pg highlighted differences between Exemplary, Proficient, Emerging EA 1.1 Embedded Assessment

Share both paragraphs (explaining why you chose this artifact to represent you in a significant way and how it symbolizes you culturally) ONE AT A TIME. Group members will ask you at least 6 questions about information not addressed in your paragraph. For example: Where did you get this artifact? How long have you had it? Why have you kept it? Is it valuable or sentimental? Is it one of a kind? What might it mean to others? Does it have another meaning or purpose? How does it connect to a larger culture? Does it have significance to your family or others too? Why did you pick this symbol? What does it say about you? How are you going to use it in your 3D art piece? Modify your paragraphs to include more information! EA 1.1 First Embedded Assessment

DUE MONDAY OCTOBER 14, D artistic representation of your culture (including 10 artifacts from 5 categories) 1.2 typed paragraphs explaining significance of 2 symbols 2.Reflection (to be completed in class) EA 1.1 First Embedded Assessment Use this!

DUE TODAY! 1.3-D artistic representation of your culture (including 10 artifacts from 5 categories) 2.2 typed paragraphs explaining significance of 2 symbols 3.Reflection (to be completed in class) EA 1.1 First Embedded Assessment At the start of class: 1.Staple your rubric (from Friday) to the back of your explanatory two paragraph text (typed)–you will turn that in at the end of class today 2.Set up your 3-D display

Reflection: EA 1.1 Take art home. Pieces left by Tuesday will be thrown away If you did not complete this assignment, use the reflection space to explain WHY. Also include your process: how did you create this? How did you make decisions? How do you feel with the final product?

To represent voice in writing using tone, diction, and punctuation  Page Write two original texts that reflect two distinctive voices you possess. You will share one of the two in an oral presentation. Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures. EA 1.2 page 49 Embedded assessment

To develop awareness of voice in speaking and writing To analyze personal voice in writing Pages Highlight words or concepts that are familiar to you. Go back to Acosta, Dumas, Hughes, Lyon and pick the piece you think used an interesting voice. Examine Mora’s diction and syntactical choices. See call-out. Unit 1 Activity What gives writing a voice Voice Style Perspective Voice

 You just received balloons from someone special during 5 th period.  You finally got the joke a friend told.  You just witnessed a minor car accident  You just received the highest grade on a project or scored the winning touchdown. Oh

Generative Word Sentences Follow the directions below and create original, complete sentences that fulfill all of the conditions asked for. Please write your answers inside your journal book. Example: Create a 6-word sentence which uses the noun “book” in the 3 rd position. Example Answer: My favorite book is Harry Potter. NOW YOU DO IT! 1.Create a 12-word sentence which uses the verb “assimilate” in the 4 th position. Many ___ immigrants assimilate as they join mainstream America’s ____ ___ ___. 2.Create an 8-word sentence which uses the adjective “cultured” in the 6 th position. ___ ___ ___ ___ ___ cultured ___ ___. 3.Create a 6-word sentence which uses the noun “artifact” in the 2 nd position. 4.Create a 7-word sentence which uses the noun “imagery” in the 7 th position. 5.Create a 5-word sentence which uses the noun “stereotypes” in the 2 nd position. 6.Create a 9 word sentence which uses the term “subcultures” in the 1 st position. 7.Create a 10 word sentence which uses the term “style” in the 5 th position and “anaphora” in the 8 th position. 8.Create a 8-word sentence which uses the term “voice” in the 2 nd position and “writing” in the 7 th position.

Page 31, Questions 1-2 Options “writing” portion of notebook Page 31, Questions 1-2, about a paragraph each:  To principal explaining why you’re late vs. telling your BFF why you were late to school  To your parent(s) describing a party last Saturday vs. describing it to a friend who couldn’t go  To your grandma explaining the attractive qualities of a romantic interest vs. telling your friends about them  To your parents persuading them to let you get a sports car vs. to your friends telling them why you want it  *GNO to your significant other vs. to a buddy whose significant other has them locked down  A date: from the perspectives of both people Label it: 1.11 Voice Activity Complete questions on page 30. Use your scenario for #1 and 2, then answer questions 3 and 4

To write in a variety of voice and tones To examine text for stylistic components such as syntax, diction, and tone  Imagine a situation that makes you angry  Mad talk  Imagine a situation where someone needs comforting  Soft talk  Imagine a situation where you need to persuade someone  Fast talk Present orally (or *record yourself) one of these voices to the class. Unit 1 Activity 1.12 Voice and Style

To develop awareness of voice in speaking and writing To analyze personal voice in writing  TONE WORD BRAINSTORM: how author feels about subject  Word choice (‘tone’ word ie. Bitter, Dismal, Melancholy, Pessimistic )  Page 34. What emotion or tone is associated with this emoji and when would you use it? Unit 1 Activity 1.11 Analyzing components of voice

Activity 1.15 Page Punctuating personality To build tone word vocabulary To analyze tone in a literary text To create text that demonstrates tone 1.Each group will get a monologue from pages Do a close reading of the text. Mark the punctuation and explain how it affects the reader’s interpretation and oral delivery of the text. 3.As a group, with your monologue, complete the SOAPSTone graphic organizer on page Identify intriguing lines within the text and discuss the function and use of Lameman’s punctuation. 5.Practice oral delivery of your monologue, using the punctuation marks to guide your delivery. 6.You will perform this for the class. You and your group will decide the best way to do this (one, take turns).

To build tone word vocabulary To analyze tone in a literary text To create text that demonstrates tone Work in pairs on new monologue from teacher Modify punctuation to communicate tone Perform the edited/revised monologue from the teacher Write/modify writing activity: Write an original monologue on a topic of your choice. Imagine that you are on the phone discussing a topic of significance to you. Write the dialogue of the conversation, highlight your feelings and thoughts on the subject. Punctuation much be a key element of the expression of voice. Add enough detail so that the reader can keep track of the topic as it is revealed. Have a clear beginning, middle, and end. You’ll need at least ½ page to do this. Review your monologue with your partner and revise by adding in appropriate punctuation marks and engaging details. Rehearse your monologue with your partner. Use pauses, facial expressions and vocal tone to convey the meaning and emotions of the text. Activity 1.15 Pages Punctuating Personality

To write in a variety of voice and tones To examine text for stylistic components such as syntax, diction, and tone With a partner, revise your monologue. Add engaging details. Include responses to the “unheard” side of the conversation. Coach your partner so they can present your monologue to your table group. After each presentation, the group will provide feedback on what verbal and non-verbal features of the delivery best conveyed the voice of the speaker. Unit 1 Activity 1.15 Your own monologue You will be turning in your monologue at the end of class, but it’s ok to mark on it, make revisions throughout class. Be sure your name is on it.

define stereotype interpret and analyze a poem using SOAPSTone generate a poem emulating the style of the published writer Unit 1 Activity 1.16 Voices against stereotypes Page 43 Stereotypes Girls: Boys: Jocks: Honors kids: