1. Hook, Housekeeping & Homework Tuesday
How was your 3-day weekend?
While you wait….
Quick Write: Open your composition notebook and start a new page 9/2/14. Think about and then jot down some notes about the following:
How has school treated you over the past 11 years? Have you had good experiences? Bad experiences? Overall, how would you describe it?
What 5 words come to mind when you think about your elementary school days?
What 5 words come to mind when you think about your middle school/junior high days?
What 5 words come to mind when you think about your high school days (9 to 11)?
Homework: Finish reading and annotating “Indian Education” by Sherman Alexis

2. Past, Present, Future Tuesday
Friday: Reading and annotation of “Introduction to Students: Active Reading and the Writing Process” article
Monday: no school
“Indian Education” by Sherman Alexie
Background
Read and annotate
Small group analysis - chart notes

3. Creative Non-Fiction Tuesday
Standard(s) 2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: you will be able to practice your active reading “Indian Education” strategies, annotating for plot events, feelings/emotions (tone), and big ideas/realizations (theme)
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Inquiry Question(s)
How do our experiences shape us?
What is the significance of a mentor text?
What topics are best for developing and planning a work of creative nonfiction?

4. Instruction: Obtain I Do Tuesday
Purpose: to acquaint ourselves with some
background knowledge prior to reading the text
Outcome: write/share 1 personal reaction, 1 statement of new knowledge or 1 idea or question you have based on the following information
Background on the U.S. government’s “Indian Schools”
Beginning in the late 1800s and continuing in the 1950s, gov’t policymakers established boarding schools for Native American youth to help them assimilate into the dominant culture and thus become “civilized.”
To this end, children were forcibly removed from their homes for long periods to separate them from native traditions.
At the boarding schools, they were given a cursory academic education and spent most of their time studying Christian teachings and working to offset the cost of their schooling.

5. Background on the U. S. government’s “Indian Schools” Continued…
Background on the U.S. government’s “Indian Schools” Continued…. Tuesday
Students were punished for speaking their own language or practicing their own religion.
Responding to protests from the American Indian Movement in the 1970s, the government began to send fewer Native American to boarding schools and retreated from its goal of assimilation at boarding schools and at newly established reservation schools.
Currently, gov’t funding for Native American schools remains considerably lower than for other public schools, and students often make do with inadequate and antiquated facilities, equipment and textbooks.
US government subsidies (housing, medical, food) help Native Americans on reservations, as they do other Americans not living on reservations but who also need assistance.

6. Outcome Tuesday Write 1 personal reaction or
1 statement of new knowledge or
1 idea or question you have
based on the background on the U.S. government’s “Indian Schools”
Stand and share

7. Instruction: Obtain I Do Tuesday
Purpose: to model how to read and annotate “Indian Education”
Tasks:
Have out an ARG handout
Pre-read: annotate for title, author, publisher, purpose/text type
Read aloud “First Grade”
Annotate for….
plot events
feelings/emotions
significance of section (big idea/realization)
questions, connections (text to text, to self, to world)
Outcome: Questions?

8. Activity: Develop & Apply We Do – You Do Tuesday
Purpose: to actively read “Indian Education,” annotating for plot events, feelings/emotions, and significance (realization)
Tasks:
Read the rest of the text (Second Grade to end Post-script: Class Reunion)
Annotate for….
plot events
feelings/emotions
significance of section (big idea/realization)
questions, connections (text to text, to self, to world)
Outcome/DOL: Inquiry Question(s)
Respond to one of the following:
What is one experience that that stood out to you today that shaped the main character?
What do you find significant so far about this mentor text (What stands out to you? What makes it important?)
What does this text reveal to you at this point about topics that can be developed into a piece of creative non-fiction?

9. Creative Non-Fiction Tuesday
Standard(s) 2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
Objective: you will be able to practice your active reading “Indian Education” strategies, annotating for plot events, feelings/emotions (tone), and big ideas/realizations (theme)
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Inquiry Question(s) The narrator’s experiences in each grade in school are illustrated by specific incidents. Consider the following questions for tomorrow:
What do these incidents have in common?
What do they reveal about the narrator? About his schools?
Homework: If needed, finish reading and annotating “Indian Education” by Sherman Alexis

10. Hook, Housekeeping & Homework Wednesday
Who is this?!
Have out your annotated copy of “Indian Education” from yesterday.
Be prepared to respond to one of the following Inquiry Questions:
What is one experience that that stood out to you yesterday that shaped the main character?
What do you find significant so far about this mentor text (What stands out to you? What makes it important?)
What does this text reveal to you at this point about topics that can be developed into a piece of creative non-fiction?
Homework: Personal Memoir Brainstorming Chart

11. Past, Present, Future Wednesday
“Indian Education” by Sherman Alexie
Background
Read and annotate
“Indian Education”
by Alexie
Small group analysis
chart notes
Finish with Mystery Envelopes & Writing
Next selection: “Fish Cheek”

12. Creative Non-Fiction Wednesday
Standard(s)
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Inquiry Question(s)
How do our experiences shape us?
What is the significance of a mentor text?
What topics are best for developing and planning a work of creative nonfiction?

13. Instruction: Obtain I Do Wednesday
Purpose: to review the text in order to come to some conclusions about the purpose and meaning of the narrative
Tasks:
With your partner, complete the chart for your 3 assigned sections (grades)
For example….
Grade 1
Event (literal)
Emotions, feelings, attitudes
Universal Issues
Importance Anywhere
Realization, lesson
Narrator punches Frenchy St. John & is sent to office
Insecure/powerless Angry
Confident/proud
Bullying & Poverty = stress
He is not powerless; he can fight back

14. Activity: Develop & Apply We Do - You Do Wednesday
Purpose: to review the text in order to come to some conclusions about the purpose of the narrative
Tasks:
With your partner, complete the chart for your 3 assigned sections (grades) – See A, B, C, D groups below
Assigned Groups with Sections/Grades:
A = 2, 6, 10
B = 3, 7, 11
C = 4, 8, 12
D = 5, 9, PS
Now, you and your partner find another group (As find Bs, Cs find Ds). Then, share your chart notes with each other and fill these in.

15. Creative Non-Fiction Wednesday
Standard(s)
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Inquiry Question(s)
How do our experiences shape us?
What is the significance of a mentor text?
What topics are best for developing and planning a work of creative nonfiction?

16. Hook, Housekeeping & Homework Thursday
Grab a handout, like the one below, from the front table.
Write your name on it and read the directions.
Open your composition to Tuesday (9/2) & review your responses to the 4 questions about your school experience.
Begin to fill out your Memoir Chart (feel free to skip around)

17. Past, Present, Future Thursday
“Indian Education” by Sherman Alexie
Small group analysis
chart notes
Finish chart notes
Start Grab Bag & Writing
Indian Education” by Sherman Alexie
Report Out: Mystery Envelopes & Writing
Next selection: “Fish Cheek”

18. Creative Non-Fiction Thursday
Standard(s)
2. Reading for All Purposes
1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies
1. Oral Expression and Listening
2. Effective collaborative groups accomplish goals
Objective: you will be able to synthesis ideas about each grade section of the text in order to draw conclusions about the purpose and meaning of the narrative as a whole.
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills needed in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Inquiry Question(s)
How do our experiences shape us?
What is the significance of a mentor text?
What topics are best for developing and planning a work of creative nonfiction?

19. Activities: Develop & Apply We Do Thursday
Finish tasks from yesterday:
You have 10 minutes to find partners to help you fill in your missing chart sections/grades and to teach others about the information you have, too.
Outcome: a completed chart in order to come to conclusions about the narrative as a whole
Tasks:
With your group, read the directions at the bottom of the chart.
Consider the sentence starters below to get you started.
Write your group’s summary on one sheet with everyone’s name and turn it in!
Sherman Alexie memoir is about
His purpose is to
During the narrative, he shares instances of
He often felt because
The character realizes that
The effect on the reader is
Overall, the narrative reveals ----.

20. Homework

21. Hook, Housekeeping & Homework Friday
While you wait, fill out and/or re-read and add to your K-11 Chart…
Homework: Write your imitation vignette; due Monday!

22. Past, Present, Future Friday
“Indian Education” by Sherman Alexie
Small group analysis – Paragraph Conclusion/Summary Turned In!
chart notes
Grab Bag & Report Out
Writing
Indian Education” by Sherman Alexie
Next selection: “Fish Cheek”

23. Instruction: Obtain Friday
Return Paragraph Conclusion/Summary from yesterday
Student Response Model
Sherman Alexie’s memoir is about his good and bad experiences as he uses his insecurities and faults to grow into a confident person. His purpose is to show how difficult situations in life can strengthen one to become a better person. During the narrative, he shares instances of strengths when he describes his high school basketball experience. Alexie misses two free throws and decides to have a positive outlook on their victory for playing against an advanced team, instead of focusing on the loss. He rebuilds himself with pride. The effect on the reader is to empower the reader that they can overcome any obstacle. Overall the narrative reveals that everyone should know who they are and to ignore discrimination in all things.

24. Activities: Develop & Apply We Do Friday
Purpose: to examine “Indian Education” as a mentor text in order to establish a list of features, strategies, and craft tools for our own written imitations.
Tasks:
Form groups of 4
Draw a slip from the grab bag
Discuss and record ideas
Finalize what your will report out to the class
Outcome: Groups report out & make a class list of responses of these strategies in our own vignettes.

25. Activities: Develop & Apply You Do Friday
Select one of your K-11 chart ideas and write it, imitating one of Alexie’s vignettes.* Include at least 3 of Alexie’s strategies. Don’t forget your vignette must also include:
universal/big idea
a personal event (what happened to you)
your feelings
what you learned (realization then or in retrospect)
* Ending with a brief paragraph, usually a single sentence, that presents an insight
* Comparison/contrast within vignette (e.g. Eighth Grade)
* Imagery – Dialogue
* Hyperbole (exaggeration)
* Irony
the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect
a state of affairs or an event that seems deliberately contrary to what one expects and is often amusing as a result.
* Characters and Characterization
Homework: finish writing and bring the copy to class Monday!

26. Creative Non-Fiction Friday
Standard(s)
Objective: you will be able to
Relevance:
By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate.
Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.
Inquiry Question(s)
How do our experiences shape us?
What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft?
What topics are best for developing and planning a work of creative nonfiction? What genres are most appropriate?
How does structure affect clarity?
How does figurative language enhance the writer’s intended meaning?
In what way is the setting a significant part of a text?
How might events in a story be different if the setting were different? What literary genre best fits your interest and why?
What strategies are most useful when reading, understanding, making personal connections to, and analyzing texts ?
If you were invited to write a short story about an event in your life or that of another person, what would you write about and why?
How do different genres, formats, styles, and craft techniques help readers understand author’s purpose?
Who would your intended audience be for this piece of work?
What role does self-reflection have in the learning and writing processes?

27. Academic Standards
1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

28. Coming Soon…. Return “My Name” Imitation
Monday Warm up – share your vignette with a partner. Can s/he identify the big idea, summarize what happened, how you felt, and what lesson you learned? What do you need to include more of? Take a few minutes to add their suggestions to your writing. Do the same for your partner.
 Looping Activity: Use the vignette you wrote for homework
 Underline the one line you like best and make it the first line of a new draft. Write it at the top of a new sheet of paper.
 Write for 10 minutes, expanding/developing the line.
 Share your writing with a partner. Together, identify the strongest/best line from this draft.
 Repeat the process.
 Then, share all three pieces of writing with another set of partners. Together, decide what pieces to use from each draft or select the draft they believe strongest/best.
 HOMEWORK: Edit your draft. Word process and bring final draft in tomorrow. Be sure to include universal idea, what happened, how you felt, what you learned. Also include three strategies Alexie used.
Tuesday: Counselors in
Wednesday: Fish Cheeks
Thursday: Fish Cheeks
Friday: (Guest Teacher ½) Fish Cheeks