1. Tuesday – Do Now!
Take out your vocabulary book and look at the first 10 words.
Write ten original sentences using the first 10 words effectively.
Adjourn alien comely
Compensate dissolute erratic
Expulsion feint fodder
illegible

2. Class poem – From “Return to Love by Marianne Williamson
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. …Our playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around us. We are all meant to shine… And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

3. Reminders: Any Birthdays in the House?
Quiz tomorrow over Falling Leaves Chapters
Progress check on DJ tomorrow. Bring hard copy of your journal. Will be a daily grade.
Tonight’s reading – pp. 112 – 134.
2nd period – Discuss Vocabulary Scores.

4. Share one sentence for each word.
1 treat per share!

5. Quick review of thesis statements and topic sentences.
You will have questions about these on tomorrow’s quiz.

6. : Both our own personal lives and history reveal that choices, although difficult at the time we have to make them, can ultimately lead to tremendous growth in our future.
For example, I personally made a choice that led to exponential growth in my life. 9 years ago, my journey to growth started by choosing to step out of a job of comfort into a job of the unknown. I had worked as a dance/drill team director for 21 years, 7 at Willis High School and 14 at Langham Creek High School. I knew the ins and outs of (the procedures of) the job like running a productive practice, producing dynamic choreography that would please a football crowd and thrill competition judges managing 80 teenage girls at a time, day in and day out. I (felt comfort) in knowing) knew the job like the back of my hand my hand and had even experienced recognition at the district with my name on the Hall of Fame wall and state level, winning Director of the Year for the state of Texas. However, after 21 years of doing the same thing and being at the top of my field, I was ready for a challenge, a way to grow. Although it was a terrifying ordeal, I decided to change from teaching dance to instructing into the academic classroom teaching English.

7. Tedious but necessary task:
1. To figure out what the best thesis statement we must read the entire essay!
2. To figure out what the best topic sentence is we must read the entire paragraph.
Note – Make sure that in the thesis statement, the L2 word is very specific – Beware of phrases that are too general, ie. Choices lead to negative consequences. Choices lead to change.

8. Objective
Wildcats will write an effective theme statement for Falling Leaves.

9. What is a theme statement?
A universal statement about man that is presented in the text.
Strong theme statements –
A. Must include associative language.
B. Must be able to prove from several areas of the text.
C. Think about what the writer is trying to say about the associative word.

10. What a theme statement is not…
1. A single word.
2. A didactical statement – Not the moral of the story.
3. Does not use the word “you” in the statement.
4. Does not name a character from the book.

11. Let’s take a closer look…
A universal statement about man that is presented in the text.
Strong theme statements –
A. Must include associative language.
B. Must be able to prove from several areas of the text.
C. Think about what the writer is trying to say about the associative word.
WHAT ARE SOME ASSOCIATIVE WORDS ADELINE YEN MAH SEEMS TO BE TALKING ABOUT OVER AND OVER AGAIN???
LET’S BRAINSTORM…

12. Groups of 4
If you have dark hair, find a partner with lighter hair. If you have light hair find a partner with darker hair.
Now… find another pair to work with you.

13. Brainstorm for 5 minutes
Associative words that keep coming up from the evidence in the text.

14. Each group share 2 associative words…
Record on white board – You put these in your notes!

15. Choose one associative word…
What is Adeline Yen Mah trying to say about
__________(associative word goes here)________?
Write this idea in one sentence on your paper strip. (Look at example)
Remember… what a theme statement is not…
1. A single word.
2. A didactical statement – Not the moral of the story.
3. Does not use the word “you” in the statement. (Think “people” or “mankind” … Keep the focus on the associative word)

16. Abuse What does Mah seem to be saying about abuse?
Abuse sometimes manifests itself by giving the abused creativity, strength and ultimately independence.

17. Share theme statements
Look again at the example journal entry – We have to prove that this theme exists through strong textual evidence. X3

18. Theme: Man’s dreams can drive him to overcome seemingly insurmountable obstacles in order achieve the impossible.
Textual evidence: “I then told her that I did not have any money for the airline ticket and wondered if I could borrow the sum against my future earnings. ‘I don’t know your origin or background,’ I wrote, ‘ but perhaps someone once reached out a hand to help you achieve your American dream. I’m humbly asking you to do this for me now.’”
Commentary: Through humiliation and perseverance, Adeline attains her dream to emigrate to America to take an obstetrics job in Philadelphia despite the seemingly insurmountable obstacle that she does not have the financial means. She willingly suffers the humliation of “humbly asking” an American stranger of unknown “origin or background” to , “borrow the sum” for her airline ticket and asking the stranger to trust that she would pay it back with her “future earnings”. Her perseverance in trusting in the goodness of man, in spite of the fact that her life had given her few such examples, allows her to appeal to the stranger’s empathy by suggesting that “perhaps someone reached out a hand to help (her) achieve (her) American dream.” Adeline’s focus on her own American dream gives her the strength to endure the humiliation in order to attain her prized goal.

19. Closure So….. What is a theme statement?
What a theme statement is not….
Homework – Write the theme statement on which you plan to focus in your dialectical journal. Be prepared to turn it in tomorrow.

20. Wednesday – Do Now!
Clear your desk except for a pencil and the answer sheet for you quiz.

21. Class poem – From “Return to Love by Marianne Williamson
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. …Our playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around us. We are all meant to shine… And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

22. Reminders
Birthdays?
Tonight’s reading – pp. 135 – 156.

23. Quick review of Vocabulary Lesson 10
Sentences for treats!

24. Take Falling Leaves Quiz
Have your DJ out and ready to conference when I call your name.
As you are taking your quiz, I will be calling you up one at a time to take a look at your DJ.
Balance of time – Work on DJ or tonight’s reading assignment.

25. Thursday -- Do Now!
Combine the following sets of sentences into one complete and correctly punctuated sentence. (All of the 1’s create one sentence, and all of the 2’s create another.)
1.1 Americans often cram for quizzes.
1.2 Americans often cram for exams.
1.3 Students in Europe distribute their studying.
1.4. Distribution tends to integrate learning.
2.1 Patterns of assessment cause such differences.
2.2 The patterns are contrasting.
2.3 The differences are dramatic.
2.4 The differences are in student behavior.

26. Tuesday -- Do Now! Write today’s date on the next page of your composition book. Copy the following sentences into you book. Correct the mistakes and underline them.
1. Mrs. Bergeron was very frank with student’s about the dress code but she got her point across well.
2. Mrs. Phillips students have been awesome sence the beginning of the year and they will still be fabulous at the end of the year.
3. One nineth grader led the rest of the class in reciting the opening poem and everyone followed accept on shy student.

27. Class poem – From “Return to Love by Marianne Williamson
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. …Our playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around us. We are all meant to shine… And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

28. Reminders Birthdays? Tonight’s reading – pp. 157 – 177.
Continue to work on DJ.

29. Go over Warm-up! Write today’s date on the next page of your composition book. Copy the following sentences into you book. Correct the mistakes and underline them.
1. Mrs. Bergeron was very frank with student’s about the dress code but she got her point across well.
2. Mrs. Phillips students have been awesome sence the beginning of the year and they will still be fabulous at the end of the year.
3. One nineth grader led the rest of the class in reciting the opening poem and everyone followed accept on shy student.

30. Go over warm-up
Combine the following sets of sentences into one complete and correctly punctuated sentence. (All of the 1’s create one sentence, and all of the 2’s create another.)
1.1 Americans often cram for quizzes.
1.2 Americans often cram for exams.
1.3 Students in Europe distribute their studying.
1.4. Distribution tends to integrate learning.
2.1 Patterns of assessment cause such differences.
2.2 The patterns are contrasting.
2.3 The differences are dramatic.
2.4 The differences are in student behavior.

31. Possible answers:
1.1 While Americans often cram for quizzes and exams, atudents in Europe distribute their studying which tends to integrate learning.
2.1 Contrasting patterns of assessment cause such dramatic differences in student behavior.

32. QUICK REVIEW OF VOCAB.

33. OBJECTIVE
Wildcats will make inferences about the meaning of chapter titles.
Wildcats will explore themes that exist in Falling Leaves and develop thematic statements to express those themes.
Wildcats will use evidence from across the text to support their inferences.

34. Demo how to sign up for turnitin.com

35. Expectations for the balance of the period:
A. You are either signing up for turnitin.com on computers. OR
B. Working on Dialectical Journal.

36. Friday -- Do Now!
Using at least 5 of your vocabulary words for this week, write 5 sentences using each of those words.
Make at least one of your sentences a compound sentence that is correctly punctuated.
1. , and (or other fanboy)
2. ;

37. Class poem – From “Return to Love by Marianne Williamson
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. …Our playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around us. We are all meant to shine… And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

38. Reminders Birthdays! Tonight’s reading – pp. 178 – 205
Submit one theme statement to turnitin.com by Sunday night at 10:00 p.m.

39. Quick review of first 10 vocabulary

40. OBJECTIVE
Wildcats will make inferences about the meaning of chapter titles.
Wildcats will explore themes that exist in Falling Leaves and develop thematic statements to express those themes.
Wildcats will use evidence from across the text to support their inferences.

41. H only
Model how to do historical parallel section.

42. 2. Work on Dialectical Journal.
K classes
1. D. E. A. R. time OR
2. Work on Dialectical Journal.

43. Monday – Do Now!
On your own paper (not the one you picked up at the door) create an Acrostic Poem with your first name. The poem should tell us something about you, your personality, your hobbies, your likes and dislikes etc. These will be posted for parents on parent night.
M usic and dance drive my soul, but
I ntellect has been of utmost importance too.
T imidity beyond belief characterized my youth, but now a
Z est for all that life brings helps me make every second count, leading to my
I ndependent spirit that gives me strength.
7 minutes

44. Class poem – From “Return to Love by Marianne Williamson
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. …Our playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around us. We are all meant to shine… And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

45. Any birthdays in the house?
Quiz on Wednesday over Falling Leaves, Chapters 1 – 10.
Open house tomorrow night. Please remind your parents to come.
Tonight’s reading in Falling Leaves, pp. 99 – 111.
Bring hard copy of Dialectical Journal to class on Wednesday. Character section must be completed along with one title. (We will be talking about how to do the title section today.)
Copy schedule on gold half sheet. Take a picture and send to your parents with a note that says, “This is my schedule for Open House tomorrow night.”

46. Create Houses for Open House
Demonstrate how to create the house.
10 minutes for students to decorate their houses and write their acrostic poem inside.
Turn in!

47. Introduce first 10 vocabulary words from Lesson 10

48. Vocabulary Lesson 2 48 48 48

49. Adjourn (v.) To stop proceedings temporarily; move to another place
Syn: postpone, discontinue
Ant: open, call to order 49 49 49

50. Alien (n.) (adj.) (n.) citizen of another country
(adj.) foreign, strange
Syn: exotic
Ant: native, endemic 50 50 50

51. Comely (adj.) (adj.)having a pleasing appearance
Syn: good-looking, attractive, bonny
Ant: plain, homely, ugly, repulsive 51 51 51

52. Compensate (v.) To make up for ; to repay for service
Syn: pay back, recompense
Ant: fail to reward, stiff 52 52 52

53. Dissolute (adj.) loose in one’s morals or behavior.
Syn: dissipated, debauched, immoral, corrupt
Ant: chaste, moral, seemly, proper 53 53 53

54. Erratic (adj.)
not regular or consistent; different from what is ordinarily expected.
Syn: irregular, inconsistent
Ant: steady, consistent, dependable
Syn:
Ant: 54 54 54

55. Expulsion (n.) The process of driving or forcing out. 

Syn: ejection, removal, eviction
Ant: admittance, admission
syn:
ant: 55 55 55

56. Feint (n.) A deliberately deceptive movement; a pretense
(v.) to make a deceptive movement; to make a pretense of 

Syn: trick, ruse, subterfuge, bluff 56 56 56

57. Fodder (n.) Food for horses and cattle;
raw material for a designated purpose 

Syn: provender 57 57 57

58. Illegible(adj.) Difficult or impossible to read 

Syn: unreadable, scribbled 58 58 58

59. Fortify(v.)
Syn: reinforce, shore up
To strengthen, build up 59 59 59

60. Jeer (v.) To make fun of rudely or unkindly.
(n.) A rude remark or gesture 

Syn: laugh at, mock, gibe, taunt, insult 60 60 60

61. Lucrative (adj.) bringing in money; profitable 

Syn: gainful, moneymaking 61 61 61

62. Mediocre (adj.) Average, ordinary, undistinguished

Syn: run-of-the-mill 62 62 62

63. Proliferate (v.) To reproduce, increase or spread rapidly 

Syn: multiply, mushroom, burgeon 63 63 63

64. Subjugate (v.) To conquer by force, bring under complete control
Syn: subdue, vanquish 

Syn: subdue, vanquish 64 64 64

65. Sully (v.) To soil, stain, tarnish, defile, besmirch 

Pollute, taint, smear 65 65 65

66. Tantalize (v.) to tease, torment by teasing 

Syn: tempt, lead on, make one's mouth water 66 66 66

67. Terse (adj.) Brief and to the point
Syn: succinct, crisp, short and sweet 
 67 67 67

68. Unflinching (adj.) Firm, showing no signs of fear, no drawing back 

Syn: resolute, steadfast, unwavering 68 68 68

69. OBJECTIVE
Wildcats will use textual evidence to make inferences from across the text about the meaning of the chapter title.

70. “The Appropriate Door Fits the Frame of the Appropriate House” An insightful answer from last year.
The chapter title means that the Yen family, Adeline’s cultural roots, share the trait of strength and an independent spirit so they are appropriate for one another. For example, Great Aunt was very strong willed, “refusing to have her feet bound”(1) and even “starting a successful bank for women” (9) which was unexpected of women at the time because women were considered inferior to men. YeYe also displays strength by “shaving his head” rather than wearing the “Manchu male hairstyle” (7). Clearly, Great Aunt's and Ye Ye's lives weren't predetermined at all, although Grandmother was, slightly because she “[became] the willing piss-pot and spittoon of the Yens.”(10), but when she became part of the Yen family, she moves from a weak woman to possessing strength and independence when she “braved social ridicule rather than inflict” the social custom of foot binding on “her daughter.“ (10) So, rather than being weak and bending to the whims of others, each character showed strength by rebelling against being controlled by others.

71. Demonstrate how to fill in the title boxes.
See sample sheet.

72. How to we arrive at the meaning of the chapter title?
Do not look at one isolated incident in the chapter – look at the text across the whole chapter.

73. Chapter 1 “The Appropriate Door Fits the Frame of the Correct House”
GREAT AUNT
YE YE – “NO WAY, JOSE!”
GREAT GRANDMOTHER
“NOT MY GRAND DAUGHTER!”
INDEPENDENCE

74. If time, in partners.
1. Choose an associative word that communicates the key idea being communicated in the chapter.
2. Write the chapter title at the top of your work.
3. Write the associative word at the bottom of your work.
4. Draw key events from the chapter that lead you to this observation. Make sure you encompass the entire chapter… not just part of it.
15 minutes.

75. Students post chapters in hall.
Gallery walk. Each partnership discuss their work.

76. Reminders Homework tonight – Read pp. 99 – 125.
Begin working on your Dialectical Journal – We will be talking about this in class today.
Quiz on tomorrow over Chapters 1 – 10.
Vocabulary Quiz Friday 20 words.

77. Independent practice
1.By Wednesday, you must have complete character section complete.
2. By Wednesday you must have one chapter title complete.
On Wednesday, bring a hard copy of your dialectical journal. I will be conferencing with each one of you one-on-one about your progress on the dialectical journal.