1. Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text? 4-4-14 DO NOW # 4 1 46 days until Graduation! | Extra Regents Help, M/W, Rm 302 | PM School in Rm 401 Open your books to page 18 (Chapter 2). We will Popcorn Read Chapter 2 together, stopping to reflect when necessary. Open your books to page 18 (Chapter 2). We will Popcorn Read Chapter 2 together, stopping to reflect when necessary.

2. 2 Yesterday, we were able to… Identify the author, title, genre, and themes in The Immoral Life of Henrietta Lacks Build anticipation for a new unit Inquire about the relationship between science, narrative, and storytelling. Identify the author, title, genre, and themes in The Immoral Life of Henrietta Lacks Build anticipation for a new unit Inquire about the relationship between science, narrative, and storytelling. Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text?

3. By the end of today, one should be able to…. Practice explorative reading habits Work collaboratively to explore elements of setting Connect setting to narrative and character Investigate setting for explicit and implicit meaning Practice explorative reading habits Work collaboratively to explore elements of setting Connect setting to narrative and character Investigate setting for explicit and implicit meaning 3 Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text?

4. Common Core Learning Standards 4 RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text?

5. 5 Vocabulary Explicit: stated clearly and in detail, leaving no room for confusion or doubt Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text? Implicit: implied (suggested) though not plainly expressed Setting: the location and time frame in which the action of a narrative takes place Vocabulary Review Milieu: the immediate physical and social setting in which people live, something develops. Includes the culture, people, and institutions with whom they interact.

6. 6 Mini-lesson Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text?  Setting is a critical component for assisting the story, as in “human vs. nature” or “human vs. society” stories.  In some stories the setting becomes a character itself.  Builds context beyond the immediate surroundings of the story.  Setting is a critical component for assisting the story, as in “human vs. nature” or “human vs. society” stories.  In some stories the setting becomes a character itself.  Builds context beyond the immediate surroundings of the story. SETTING Setting includes the historical moment in time and geographic location in which a story takes place.  Helps initiate the main backdrop and mood for a story. Setting includes the historical moment in time and geographic location in which a story takes place.  Helps initiate the main backdrop and mood for a story. Discuss: From what we have read and seen so far, what is the mood of the story?

7. 7 Historical Context Aim: How can examining setting explicitly and implicitly develop our understanding of a nonfiction text? Jim Crow laws were racial segregation laws enacted between 1876 and 1965 in the United States at the state and local level. They mandated racial segregation in all public facilities. “Separate but equal” Conditions for African Americans tended to be inferior to those provided for white Americans, systematizing a number of economic, educational and social disadvantages. Jim Crow laws were racial segregation laws enacted between 1876 and 1965 in the United States at the state and local level. They mandated racial segregation in all public facilities. “Separate but equal” Conditions for African Americans tended to be inferior to those provided for white Americans, systematizing a number of economic, educational and social disadvantages. Jim Crow Laws

8. Jim Crow 8

9. Henrietta’s Home-house 9

10. Sparrow’s Point 10

11. Baltimore, MD 11

12. 12 Activity Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis? PROCEDURE:  Students will break off into 4-person Literature Circle groups, each group looking at a different setting integral to the full narrative of The Immortal Life of Henrietta Lacks.  Each setting handout has four small sections (History, Race, Now, and a setting-dependent issue featured in Henrietta Lacks).  Each member will read their chosen section and explain it to the other members of the group.  Each group will then Share Out to the class their findings and responses to the questions on the next slide (answer them on the back of your handout). PROCEDURE:  Students will break off into 4-person Literature Circle groups, each group looking at a different setting integral to the full narrative of The Immortal Life of Henrietta Lacks.  Each setting handout has four small sections (History, Race, Now, and a setting-dependent issue featured in Henrietta Lacks).  Each member will read their chosen section and explain it to the other members of the group.  Each group will then Share Out to the class their findings and responses to the questions on the next slide (answer them on the back of your handout). Literature Circles

13. 13 Activity Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?  All groups must answer the first two “Whole-Class” questions.  Each group has a question particular to their group to answer, as well.  Answer them on the back of your worksheets.  All groups must answer the first two “Whole-Class” questions.  Each group has a question particular to their group to answer, as well.  Answer them on the back of your worksheets. Literature Circles 1.Whole-class: How do you think setting will effect the lives of the Lacks family? 2.Whole-class: How do you think setting will effect the life of the author, Rebecca Skloot? 3.Clover, Virginia: What do you think of the Lacks’ home-house as a setting? 4.Baltimore/Turner Station: How might have Jim Crow laws affected relations between the Lacks family and Whites in Baltimore? 5.Johns Hopkins Hospital: Skloot says that “public wards at Hopkins were filled with patients, most of them black” (15). Imagine what a private ward might have looked like, given the information provided. 1.Whole-class: How do you think setting will effect the lives of the Lacks family? 2.Whole-class: How do you think setting will effect the life of the author, Rebecca Skloot? 3.Clover, Virginia: What do you think of the Lacks’ home-house as a setting? 4.Baltimore/Turner Station: How might have Jim Crow laws affected relations between the Lacks family and Whites in Baltimore? 5.Johns Hopkins Hospital: Skloot says that “public wards at Hopkins were filled with patients, most of them black” (15). Imagine what a private ward might have looked like, given the information provided.

14. Essential Questions How can setting impact understanding of character motivations? How are “characters” different from the people in The Immortal Life of Henrietta Lacks? When does setting play the most important role in a narrative? How can you assess your own reading progress? How can setting impact understanding of character motivations? How are “characters” different from the people in The Immortal Life of Henrietta Lacks? When does setting play the most important role in a narrative? How can you assess your own reading progress? 14 Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?

15. Exit/Summary – To Hand in Of the settings discussed, which do you think will play the most important role in our reading of The Immortal Life of Henrietta Lacks? Explain why. Of the settings discussed, which do you think will play the most important role in our reading of The Immortal Life of Henrietta Lacks? Explain why. On a separate sheet of paper, respond to the following question: On a separate sheet of paper, respond to the following question: Make sure your name is written so you can receive credit. 15 Respond in complete sentences. Try to use one of the vocabulary words from today. Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?

16. 1.Blog Entry: Journal 2  Read up to Chapter 9 (you may stop at pg. 67, but keep going if you want)  Answer this: Reflect on how setting plays a role during these pages. In what scene is setting most important?  Choose 3 quotes from the text. (Include Page #s)  Explain why you chose them and create a Level 3 question about the quote. 1.Blog Entry: Journal 2  Read up to Chapter 9 (you may stop at pg. 67, but keep going if you want)  Answer this: Reflect on how setting plays a role during these pages. In what scene is setting most important?  Choose 3 quotes from the text. (Include Page #s)  Explain why you chose them and create a Level 3 question about the quote. 16 Blog due by 10 PM. Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?

17. Differentiation The teacher has used visuals for vocabulary. Groups were determined based upon the student data from Aris, Skedula, Sesis, in-class assessments, and skill levels in the area of vocabulary knowledge. Teacher has also provided students with the ability to learn from one another during gallery walk. Video trailer is provided to accommodate visual learner. The teacher has used visuals for vocabulary. Groups were determined based upon the student data from Aris, Skedula, Sesis, in-class assessments, and skill levels in the area of vocabulary knowledge. Teacher has also provided students with the ability to learn from one another during gallery walk. Video trailer is provided to accommodate visual learner. 17 Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?

18. Scaffolding The teacher has provided multiple entry points into classroom conversation: gallery walk, pair-share, whole-class discussion. Students begin with themes that are relatable so they can prepare for text-to-self connections. The teacher has provided multiple entry points into classroom conversation: gallery walk, pair-share, whole-class discussion. Students begin with themes that are relatable so they can prepare for text-to-self connections. 18 Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?

19. Tech Comp Commentary This is an actual lesson on Setting in The Immortal Life of Henrietta Lacks, in which students discuss at points the previous settings discussed in the work, and then later they learn new things about these places and discuss. 19 Aim: How can creating a book cover focus our academic attentions on a text and aid our reading and analysis?